Self-concept as a function of intelligence and creativity in gifted Israeli children

The relationship of creativity and intelligence to self-concept was examined in Israeli children (N = 159) of superior intelligence (mean WISC IQ = 140) across a wide age range (Grades 4–8). The instruments were the Wallach & Kogan Creativity battery, a group intelligence test and the Tennessee Self-Concept Scale. It was concluded that for children of superior intelligence, differences in creativity level were far more implicated in personal-social adjustment than were differences in intelligence level.     

Teacher as token dispenser: Effect of an observer

Data were collected on rate per minute of administering token reinforcement for one male and six female teachers enrolled in a behavior modification course. Data were obtained from record cards maintained by pupils for tokens received during an observer-present condition and for an observer-absent condition. Comparison of reinforcement rates for observer-present vs. absent indicated significantly higher rates of token delivery (p <.025) in the observer-present condition. The observer effect has important implications for those programs in which assessment procedures introduce an observer into the classroom to collect data on changes in teacher behavior.     

Conceptual impulsivity as a consideration in test interpretation

A discussion of the influences of impulsivity on test performance is presented, along with suggested procedures for ascertaining more accurately the cognitive abilities of impulsive children.     

Factors associated with concussion-symptom knowledge and attitudes toward concussion care seeking in a national survey of parents of middle-school children in the US

Background:Developing appropriate concussion prevention and management paradigms in middle school(MS)settings requires understanding parents’general levels of concussion-related knowledge and attitudes.This study examined factors associated with concussion-symptom knowledge and care-seeking attitudes among parents of MS children(aged 10-15 years).Methods:A panel of 1224 randomly selected U.S.residents,aged ≥18 years and identifying as parents of MS children,completed an online questionnaire capturing parental and child characteristics.The parents’concussion-symptom knowledge was measured using 25 questions,with possible answers being“yes”,“maybe”,and“no”.Correct answers earned 2 points,“maybe”answers earned 1 point,and incorrect answers earned 0 point(range:0-50;higher scores=better knowledge).Concussion care-seeking attitudes were also collected using five 7-point scale items(range:5-35;higher scores=more positive attitudes).Multivariable ordinal logistic regression models identified predictors of higher scores.Models met proportional odds assumptions.Adjusted odds ratios(aORs)with 95%confidence intervals(95%CIs)(excluding 1.00)were deemed statistically significant.Results:Median scores were 39(interquartile range:32-44)for symptom knowledge and 32(interquartile range:28-35)for care-seeking attitude.In multivariable models,odds of better symptom knowledge were higher in women vs.men(aOR=2.28;95%CI:1.71-3.05),white/non-Hispanics vs.other racial or ethnic groups(aOR=1.88;95%CI:1.42-2.49),higher parental age(10-year-increase aOR=1.47;95%CI:1.26-1.71),and greater competitiveness(10%-scale-increase aOR=1.24;95%CI:1.13-1.36).Odds of more positive care-seeking attitudes were higher in white/non-Hispanics vs.other racial or ethnic groups(aOR=1.45;95%CI:1.06-1.99)and in older parental age(10-year-increase aOR=1.24;95%CI:1.05-1.47).Conclusion:Characteristics of middle school children’s parents(e.g.,sex,race or ethnicity,age)are associated with their concussion-symptom knowledge and care-seeking attitudes.Parents’variations in concussion knowledge and attitudes warrant tailored concussion education and prevention.     

Effects of behavior rehearsal,audiotaped observation,and intelligence on assertiveness and adjustment in third-grade children

The effects of behavior rehearsal and audiotaped vignettes as added components to a 12-session assertion training lecture series were studied. Subjects were 96 third-grade children of average or above average IQ. Results showed that on both measures of assertion, behavior rehearsal was a significant adjunct to the assertion lecture, which was also given to the attention control children. On one measure of assertion an effect was also noted for the audiotaped observation condition. There was no effect of IQ. While clear increases in assertion were found, no effect on neuroticism or trait anxiety was noted. It was recommended that school mental health programs include an assertiveness segment in their curriculum.     

Eminent classroom teachers join the dialogue on teacher education programs

Abstract

This article examines the views on effective teacher education programs held by 10 teachers who were identified by senior administrators within their school districts as exemplary teachers. The findings reveal many consistencies between the beliefs inherent within five models of teacher learning that predominate in literature on teacher education programs and those held by practicing teachers. The one major difference is that teachers in this study emphasize the transmission of a widely accepted body of pedagogical knowledge and skills to a greater degree than do researchers. This set of common belief provides a strong foundation for building collaborative relationships through which both cultures might work together to develop a shared vision. Transformation of teaching and teacher education practice requires a willingness to consider values and perspectives that might differ from those accepted within either culture and an openness to change on the part of both cultures.     

CENTRAL AGENCY RENEWAL AND EDUCATIONAL GOAL SETTING

The infrequently used label mishshamshim baKodesh may well capture the essential life-style most needed, and authentic, for bureaus of education; central agencies for Jewish education in communities whose variant demographics and structure mandate a caveat for generalizations.