A comparison of learning disabled college students' achievement from WRAT and PIAT grade,standard, and subtest scores

Although there have been a number of studies that compared the test results of the Wide Range Achievement Test (WRAT) and the Peabody Individual Achievement Test (PIAT), none had been accomplished with a group of college-aged learning disabled students. Indeed, few researchers had investigated populations over 16 years of age, and none had compared grade scores and standard scores with appropriate subtest scores as derived from these two instruments. With the recent emphasis on postsecondary education for the learning disabled, it is deemed critical that researchers should develop a data base for study of this population. The current research demonstrated that although both tests purport to measure academic achievement in reading, spelling, and arthmetic, in reality, significantly different scores are derived when WRAT (1965, 1978) norms are compared to PIAT (1970) norms as stated in grade scores and standard scores. These significant differences in the grade and standard scores clearly indicate that the WRAT and the PIAT, particularly in regard to arthmetic and to a lesser degree to reading, are not interchangeable instruments of academic achievement.     

Beyond the Blockbuster: Good Exhibitions in Small Packages

Many American and European art museums are now featuring small, highly-focused shows in their exhibition programs. In 1990, the Indianapolis Museum of Art organized an exhibition that reunited, for the first time in a century, the four landscape paintings created by neo-impressionist Georges Seurat during the last summer of his life. Using Seurat at Gravelines: The Last Landscapes as an example, this article addresses the advantages — for museums and their visitors — of the small temporary exhibition.     

School phobia and separation anxiety: Diagnostic and treatment comparisons

There exists substantial confusion regarding the comparative diagnostic criteria and treatment implications for school phobia and separation anxiety. A literature survey demonstrates the tendency of school personnel to put all youngsters exhibiting these disorders into one group called “school refusers.” Treatment issues are handled in a similar fashion despite accumulating evidence of treatment-relevant differences between the disorders. Variables that facilitate a finer diagnostic discrimination are presented. After reviewing pertinent treatment distinctions between the two disorders, specific behaviorally oriented methods are recommended.     

Social constructivism: Infusion into the multicultural science education research agenda

This article focuses on (a) theoretical underpinnings of social constructivism and multicultural education and (b) aspects of social constructivism that can provide frameworks for research in multicultural science education. According to the author, multicultural science education is “a field of inquiry with constructs, methodologies, and processes aimed at providing equitable opportunities for all students to learn quality science.” Multicultural science education research continues to be influenced by class, culture, disability, ethnicity, gender, and different lifestyles; however, another appropriate epistemology for this area of research is social constructivism. The essence of social constructivism and its implications for multicultural science education research includes an understanding of whatever realities might be constructed by individuals from various cultural groups and how these realities can be reconstituted, if necessary, to include a scientific reality. Hence, multicultural science education should be a field of study in which many science education researchers are generating new knowledge. The author strives to persuade other researchers to expand their research and teaching efforts into multicultural science education, a blending of social constructivism with multicultural science education. This blending is illustrated in the final section of this article. © 1996 John Wiley & Sons, Inc.     

Longitudinal outcome effects of non-at-risk and at-risk transition first-grade samples: A follow-up study and further analysis

Fourth-grade follow-up achievement outcome data of placed and nonplaced transition extra-year school readiness samples indicate a nonsignificant standardized score difference, as noted in the second-grade findings. New analysis of correlation data indicates that within-sample age distribution shows a positive correlation with standardized achievement test scores in a study sample of non-at-risk students nonretained or recommended for retention. This age-achievement correlation is strong in kindergarten, with decreased effects by second and fourth grade. Four study samples of at-risk students (students retained in a transition extra-year school readiness program, students recommended and eligible for such placement but not placed, students retained in kindergarten through second grade, and students held out of school prior to kindergarten) reflect moderate inverse (negative) correlations between age and achievement test scores, with increasing inverse effects in fourth grade. Effect analysis and implications are discussed. © 1996 John Wiley & Sons, Inc.     

Online interaction across three contexts: an analysis of culture and technological affordances

Students were linked virtually across three contexts: U.S., Malaysia, and China. Differences emerged in how student-created messages were constructed and interpreted; these impacted perceived relational affiliation. Messages constructed by students in Malaysia and China exhibited casual talk, greater self-disclosure, requests for personal information, and greater use of emoticons/emoji. Interactions were perceived as informal, friendly, and positive. U.S. students’ messages often showed institutional talk, less self-disclosure, and more attention to the instructor-assigned task. Asian-U.S. student pairs perceived their interactions as formal, less friendly, and less positive. This study shows how online technologies may be afforded and shaped by culture and interaction.     

“Stop sending your kids across our border:” Discursively constructing the unaccompanied youth migrant

The recent migration of 65,000 children across the southwestern border, coupled with allegations of abuse by the U.S. Border Patrol, enables the investigation of an overlooked immigrant category: the unaccompanied youth migrant. Analyzing audience responses to news reports of the abuse, we find that established disparaging immigrant tropes apply, describing the children as an economic burden, disease carriers, and offspring of irresponsible families. We uncover two new themes: Youth migrants are channels whereby criminals may infiltrate the U.S., and manipulate legal authorities to remain in the U.S. Finally, we demonstrate how global compassion is strategically deployed to qualify harsh retaliatory measures.