School readiness and teachers' ratings: A validation study

Predictive validity of a test of school readiness (the Preschool Screening System (PSS) was investigated through administration of a teacher rating scale (the Rhode Island Pupil Identification Scale) to six groups of kindergarten children of both sexes (N = 245). The six groups were not pooled because teachers rated their groups significantly different from one another on the criterion measure. Using age, sex. and the four scores from the PSS as predictors, multiple correlations for each group ranged form .67 to .80. Prior knowledge of results did not improve prediction of the criterion. All six potential predictors contributed to the prediction in one or more groups. The most powerful predictor in group was the “Information Processing” score of the PSS.     

Computer-adapted PPVT-R: A comparison between standard and modified versions within an elementary school population

The PPVT-R was administered to 112 elementary school children in both computerautomated and standard formats. The comparability of test results was investigated. The automated format consisted of transparent plates placed in front of a computer screen with an Apple IIE computer and keyboard as the response medium. The correlations found between the standard and modified versions were positive, substantial, and acceptable for clinical use. The usefulness of adapted psychological testing with normal and response-limited individuals is discussed.     

School phobia: A critical analysis of the separation anxiety theory and an alternative conceptualization

A review of the literature on school phobia reveals that the predominant view concerning its etiology is the separation anxiety theory. This theory is critically anlayzed on three major grounds: (a) methodological problems of the research; (b) its lack of generalizability concerning pathological mother-child relationships; and (c) its lack of emphasis on possible external, etiological variables. A case is made for reexamination of school phobia, in light of recent research highlighting the potential role of environmental variables, thereby taking it out of the realm of neurotic behaviors. An alternative conceptualization is offered that views school refusal as a normal avoidance reaction to an unpleasant, unsatisfying, or even hostile environment. It is suggested that we shift our research attention to the school environment and personnel in terms of their contribution to the etiology and maintenance of school refusal behaviors.     

Thoughts on a Multidimensional Middle School Index of College Readiness

The findings of the Gaertner and McClarty article (2015) raised awareness on two extremely important topics related to college readiness: First, to effect change, we must measure students' progression towards college readiness throughout their K‐12 career rather than just at the culmination of high school. Second, college readiness encompasses more than academic preparation, and indices can be designed to weight additional factors according to their prediction of readiness. The reply by Lazowski, Barron, Kosovich, and Hulleman (this issue) added to the conversation by raising important issues around the measurement of motivation. In this reply, we provide our own thoughts on college and career readiness and offer ideas for additional work to further the development of college and career readiness indices.     

SCAFFOLDING THE INQUIRY CONTINUUM AND THE CONSTITUTION OF IDENTITY

This article considers the impact of scaffolding on pre-service science teachers’ constitution of identities as teachers of inquiry. This scaffolding has consisted of 2 major components, a unit on current electricity which encompasses the inquiry continuum and an open inquiry which is situated in context of classroom practice. Our analysis indicates 2 major themes. The first is the importance of scaffolding inquiry as a strategy for engaging in the discourses, experiences, and emotions that are foundational to the constitution of identity from the post-structural perspective. The second theme is that the opportunity to conduct an open inquiry, while concurrently considering its pedagogical implications, provides our pre-service teachers with an appreciation of the value of inquiry.