A comparison of PPVT and SIT scores of young children

Eighty-four children from rural, urban, and suburban families were tested with the PPVT during a parent intervention program and with the SIT three years later as part of program evaluation. Results indicated the mean IQ on the SIT was substantially higher than expected based on the earlier PPVT scores. Sampling error and examiner error were excluded as explanations for the difference. These results suggest that the PPVT and SIT yield different scores and lack comparability.     

Prospective Teachers' Conceptions of the Knowledge Base for Teaching Chemistry at the German Gymnasium

Journal of Science Teacher Education -     

Studying ordinary events in a field devoted to the extraordinary

Although a general understanding of the phenomenon of giftedness is evident in the literature, missing is a body of information on the thoughts and actions of gifted persons in those situations that we suspect influence the emergence of extraordinary accomplishment. In this article I propose a change in direction for the study of the advanced development. Grounded in the theoretically based research of Feldman and Vygotsky, I argue that we focus on the ordinary parts of life that contribute to extraordinary achievements. People should be studied within a field over a period of time. We have tended to look at characteristics of persons and products and, less so, on the process that yielded extraordinary accomplishment. Whatever methodologies we use, they must allow us to look at the individual and at the situation in detail. Suggestions for conducting such studies are offered.     

The influence of gender on the likelihood of using soft social power strategies in school consultation

The social power typology developed originally by French and Raven in 1959 and revised by Raven in 1965 and 1992 was applied to study school consultation. Specifically, we investigated how the gender of school psychologist consultants and teacher consultees influence how likely consultants are to use soft power strategies, identified as those drawing on expert, referent, informational, legitimate dependency, and legitimate position power. A modified version of the Interpersonal Power Inventory was mailed to 1,000 Nationally Certified School Psychologists. Results obtained from 352 respondents indicated that, when consulting with female teachers: (a) male psychologists are more likely to use expert power than the other four soft strategies combined, and (b) female psychologists are less likely to use referent power than the other four soft strategies combined. Findings suggest that consultant gender plays an important role in determining influence strategies used by school consultants. © 2009 Wiley Periodicals, Inc.