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Fifty-nine children in kindergarten, first, and second grade were given the WISC information and arithmetic subtest. Approximately three weeks later, the subjects were presented with the same questions, and four multiple choice answers were shown and read to them. The number of correct responses on each subtest for each presentation method was recorded. The multiple choice method of presentation response yielded significantly higher scaled scores than did the standard WISC presentation with the free response mode of testing. 相似文献
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Inspection of the 1972 revised norms for the Stanford-Binet demonstrate that the average mental age for a particular CA no longer numerically corresponds to that CA. Thus, mental ages derived from the test cannot any longer be interpreted as mental ages. A table of test ages based on the 1972 norms is provided. 相似文献
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The Minnesota Teacher Attitude Inventory (MTAI) and the Sixteen Personality Factors Questionnaire (16PF) were administered to 395 undergraduate teachers-in-training. The MTAI and the 16PF were compared using canonical analysis. They contained three related factors accounting for 41% of their total variance. It was concluded that teachers' attitudes toward their pupils are determined in large part by measurable personality traits. 相似文献
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James Miles 《Teaching Artist Journal》2016,14(3):171-175
I wasn't always the Fresh Professor. At one point, I was just another starving actor, trying to make a living. But stories change over time, as do professional desires. 相似文献
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James Miles 《Teaching Artist Journal》2016,14(1):46-48
James Miles writes about his transition from teaching artist to administration. Is it for everyone? 相似文献
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