bluuebunny/crossref_metadata_2025 huggingface dataset:
The Effect of Focus of Attention and Teaching Experience on Perceptions of Teaching Effectiveness and Student Learning
Authors: Madsen Katia , Cassidy Jane W.
Published: February 2009

The purpose of this study was to examine preservice and experienced teachers' ratings and comments on teacher effectiveness and student learning after observing videotaped music classes. Comparisons were made among experience levels of observers and between focus of attention of observation. Subjects for the study included college junior and senior music education majors who either had no practicum teaching experience ( n= 26) or who had practicum teaching experiences but had not student-taught ( n= 26). A third group included subjects with full-time music teaching experience ( n= 26). Subjects watched two videotapes, one of an elementary music lesson with the camera focused on the teacher and one with the camera focused on the students. Subjects were asked to rate the effectiveness of teaching and student learning of both videotapes and provide a written rationale for assigning the ratings. Ratings were analyzed statistically and indicated a significant difference among groups ( p < .001), with experienced teachers rating teachers and students lower than undergraduate subjects. Comments were categorized as relating to teacher behavior, student behavior, or other. Analyses indicated that all groups made more comments about the teacher regardless of whether they watched the teacher tape or watched the student tape. Experienced teachers were more critical in their evaluations and made more judgment statements than the undergraduate subjects did. Total ratings of the teacher were significantly higher than those of the students. No differences were found due to focus of attention of observation.

April 1, 2005

May 25, 2005
Initial Movement and Continuity in Vibrato among High School and University String Players
Authors: Geringer John M. , Allen Michael L. , MacLeod Rebecca B.
Published: February 2009

The purpose of the present study was to investigate aspects of vibrato performance among high school and university string players. The main questions were to determine whether students consistently initiate vibrato in an upward or downward direction and whether players vibrate continuously when performing slurs. Forty high school and university violin and cello students played exercises that included tones performed with and without vibrato. We measured direction and magnitude of change when initiating vibrato, pitch levels of vibrated and nonvibrated tones, and duration of nonvibrato when performing slurs. Results showed that these high school and university players did not reveal consistent initial vibrato movements in either direction or magnitude. Performers vibrated both above and below conceived pitch, rather than only upward or only downward. All performers stopped vibrating during the transition between slurred notes. Mean duration of nonvibrato portions of university students (0.42 second) was slightly less than that of high school students (0.50 second). Implications of these results for string pedagogy are discussed.

March 28, 2005

June 7, 2005
Expanding the Base for Child Mental Health Service and Training
Authors: Feiner Joel S. , Tarnow Jay D.
Published: February 2009

A mental health role and professional training situation was developed, spanning the child-related systems of school, pediatric, and mental health clinics. The physician intern's work in the natural setting of the school had three facets, each related to a systems intervention framework, (a) Children were seen for immediate intervention in the school or referred to the intern's pediatric or psychiatric clinic base for specialized evaluation and treatment, (b) Parents, children, and teachers met together in a problem-solving group, (c) Teachers participated in groups encouraging development of support systems. Emphasis was placed on children's pediatric, mental health, and educational needs, stressing early detection, family involvement, and lessening of transactional conflict. Acceptance by school and district personnel was extremely positive. Similar functions can be performed by other pediatric, mental health or educational staff.
Manipulating Visual Feedback in Word Acquisition Behavior in Tmr Subjects
Authors: Jackson Merrill S.
Published: February 2009

An attempt was made to examine the differential effects of visual-cognitive type feedback on the acquisition of word-object association behavior in a sample of 12 trainable retarded children. It was hypothesized that word feedback would be the more effective method in acquiring associative behaviors. Word and object replica feedback were manipulated. It was found that while both forms of feedback facilitated associative behavior, there was a strong tendency for word feedback to be superior. The difference, however, was not of statistical significance. Clinical evidence supporting the hypothesis was considered.
Pygmalion in Reverse
Authors: Babad Elisha Y.
Published: February 2009

The effects of learning potential (LP) and teacher expectancies on IQ, school achievements, and teacher ratings were studied in eight special classes for the retarded. Fifty-eight EMR subjects were divided into four groups in a 2 1/2 design, first according to their true unrealized intellectual potential (high and low LP) and then at random into expectancy groups (high and low). The subjects were tested at the beginning and the end of the school year. The IQ, and particularly its reasoning component, was affected by learning potential, but not by teacher expectancies. A consistent interaction effect was found for changes in most of the teacher ratings and some of the objective achievement scores, characterized by unexpected inferiority of the high-LP/high-expectancy group.
A Systems Approach for the Assessment of the Child and His Environment
Authors: Eaves Ronald C. , McLaughlin Phillip
Published: February 2009

The advantages and disadvantages of two currently popular models for the assessment of children are discussed, concluding that ability assessment is largely an experimental model, while the task analysis model can most effectively be used during the final phases of assessment. An alternative approach attempts to place the variety of assessment methods now available into perspective. In the alternative model, less efficient assessment methods which require the collection of formative data are used only for those attributes and broad skills previously shown to be in crucial need of improvement by more efficient assessment methods.
Ability Training and task Analysis in Diagnostic/Prescriptive Teaching
Authors: Smead Valerie S.
Published: February 2009

Two models, ability training and task analysis, are presently being used in the assessment and remediation of children's learning difficulties. Task analysis is currently more in vogue, while the ability or process training model has been widely criticized. This article argues that neither model adequately covers all the elements involved in diagnostic/prescriptive teaching. Instead, both models, used in combination, are required for complete coverage. In addition, each model needs revision and extension before its potential utility is realized.
Leeches, Quicksilver, Megavitamins, and Learning Disabilities
Authors: Kershner John R. , Freeman Roger D.
Published: February 2009

The rationale underlying megavitamin therapy for remediating children's learning disorders is discussed. It is concluded that the theoretical arguments put forward for such treatment are unconvincing, based on questionable logic, and wholly unsupported by experimental findings. The need is underscored for an internally valid theoretical foundation and for controlled field studies of such therapies prior to their large-scale clinical use.
The Effectiveness of Resource Programming
Authors: Sindelar Paul T. , Deno Stanley L.
Published: February 2009

This article reviews the results of 17 studies of resource programs and their effects on the academic achievement and personal-social development of exceptional children. Only those studies which include relevant comparison groups are reviewed. Problems in efficacy research are discussed; many of the limitations of studies of special class placement are applicable to research on resource room programming. Results are not definitive in either domain. In the academic domain, programs for learning-disabled and mildly disturbed children proved generally more effective than programs for retarded children. In the personal-social domain, positive effects of resource programming have not been established. In general, the most carefully designed studies support the effectiveness of resource programming. Finally, the authors recommend the incorporation of formative evaluation procedures into resource program development as a supplement to traditional summative methodology.
The Educational Implications of Five Behavioral Clusters
Authors: Daughton David , Fix A. James
Published: February 2009

A behavior checklist, useful for identifying children who require medical or psychiatric evaluation, is presented. The checklist provides a “behavioral cluster” system, as opposed to single-behavior rating methods. The clusters can identify children with the hyperkinetic syndrome, learning disabilities, depression, psychosis, brain disorders, and unsocialized aggressive personality disorders. For each child fitting a cluster profile, the most beneficial teaching approach is described, and in certain clusters, specific medical and psychiatric intervention strategies are discussed. Parent and teacher cooperation is emphasized in assessing the severity and frequency of the listed behaviors.
Wanted
Authors: Goodman Joan F.
Published: February 2009

Owing to renorming of the Stanford-Binet in 1972, mental age (MA) has increasingly become a raw score and is no longer equivalent to the chronological age in the average child, particularly at the younger years. Despite this important shift, the test protocol and manual remain substantially the same. Consequently, clinicians are apt to overlook the change in MA and will continue making traditional interpretations which are now in error by as much as 6 months. The best remedy would be a restandardization of the 1937 test items, restoring MA to its original meaning. Short of this, the publishers should either include in the manual a proper explanation and conversion table (from tested MA to true MA) or delete references to MA from the test protocol and IQ tables.
How Valid are Children's Language Tests?
Authors: Sommers Ronald K. , Erdige Susan , Peterson M Kthleen
Published: February 2009

Seven independent studies of young children's performances were reviewed. Rather consistently, children's scores on a wide range of popular language tests and measures revealed large numbers of moderately high to high interrelationships which were unexpected, since the authors frequently claimed that their tests measured specific rather than general language skills. Data from two new investigations of different batteries of language tests given to 122 young handicapped children in the first investigation and 44 in the second were subjected to multivariate analyses, including regression analysis and factor analysis.

Results from the first study showed that a few general rather than many specific linguistic abilities characterized the performances of the children; results from the second showed that only one general linguistic factor accounted for the subjects' performances. The construct and content validity of many of the tests studied appears untenable. Implications for use of the tests (accounting for most of the variance in each of the two batteries studied) are presented, along with recommendations concerning the development of more valid language tests.
Vocal Communication of Emotional Meaning Among Normal and Disturbed Children
Authors: McCluskey Ken W. , Niemi R Ronald , Albas Daniel C.
Published: February 2009

In this study, both normal and disturbed Mexican boys, speaking whatever words came to mind, attempted to communicate the emotions of happiness, sadness, love, and anger. After the initial recording of these simulations of affective state, an electronic filtering device (designed to remove verbal meaning while leaving intact the tonal aspects of speech) was employed to render the vocal expressions unintelligible. Subsequent to filtering, the speech samples recorded by the normal and disturbed children (“senders”) were played to other normal and disturbed boys (“receivers”) of corresponding age. When both heard the speech samples from the normal senders, normal receivers were able to identify the emotional content more accurately than disturbed receivers. However, disturbed receivers performed more accurately than normals when judging the speech from the disturbed senders. This highly significant interaction indicated that “who communicates to whom” seems to be a crucial factor in the vocal transmission of emotion.
Modification of Impulsivity
Authors: Digate Gail , Epstein Michael H. , Cullinan Douglas , Switzky Harvey N.
Published: February 2009

Recent research on cognitive tempo, specifically the reflection-impulsivity dimension, has indicated that an impulsive problem-solving approach is not conducive to the development of adaptive academic and social skills. Since many exceptional children are described as cognitively impulsive, knowledge of the techniques to attenuate impulsivity is important to the teachers of such children. Experimental modification procedures, such as required delay, direct instruction, self-verbalization, differentiation training, modeling, and reinforcement, are reviewed and their respective teaching implications identified. While specific teaching strategies are noted, the authors caution that applied classroom research is necessary in order to ascertain which techniques are valid for classroom use.
FAME
Authors: Hopkins Bruce R.
Published: February 2009

Editor's note: This is the second in a series of articles designed to explain the benefits of FAME gifts. The next topic is an introduction to deferred giving.
International Perspectives On Quality in Mixed Economies of Childcare
Authors: Penn Helen
Published: February 2009

This paper briefly reviews international perspectives on quality in mixed economies of childcare in a number of countries; in the UK, Canada, Australia, New Zealand, the USA, the Netherlands and South Africa. In all these countries the private market is dominant; that is, the Government takes the view that childcare is best provided by private for-profit or non-profit entrepreneurs, even if part-subsidised by the state through tax credits or some other form of subsidy. This contrasts with countries like France where for-profit care is simply not permitted, and the state provides universal services through theécole maternellesystem.
Using Foundation Stage Profile Assessments To Assess Outcomes From Early Years Education
Authors: Hopkin Rebecca , Stokes Lucy , Wilkinson David
Published: February 2009

In the past decade early years education has expanded throughout England with progressive extensions in entitlement to some hours of free provision. Furthermore, there is consistent evidence that shows that early years education leads to improvement in cognitive and social development for children. This paper uses the latest data from the Millennium Cohort Study to consider whether, in an era of near universal provision, receipt of early years education still leads to better outcomes for children than for those who did not receive early years education and whether different characteristics of provision produce better outcomes. The outcome measures we consider are the Foundation Stage Profile Assessments that apply to all children in England.
The Role of the State in the Diffusion of Industrial Democracy: South Australia, 1972—9
Authors: Markey Raymond , Patmore Greg
Published: February 2009

Australia was not immune from the wave of employee participation that swept the globe in the 1970s. Governments at national and state levels developed policies for employee participation. The South Australian Labor government of the 1970s was arguably more proactive in promoting industrial democracy in a broader sense than any other Australian government. For a short period, it led the debate in Australia on these issues and contributed to international debates. This article traces the course of the South Australian experiment, and in the light of recent theoretical developments, attempts to explain the experiment's demise.
The Development of Alternative Voice Mechanisms in Australia: The Case of Joint Consultation
Authors: Holland Peter , Pyman Amanda , Cooper Brian K. , Teicher Julian
Published: February 2009

The Australian industrial relations landscape has changed significantly. An increasingly hostile political environment and the emergence of human resource management (HRM) have seen the role of union voice decline significantly. Drawing on responses from the 2004 Australian Worker Representation and Participation Survey (AWRPS), this article examines the incidence and predictors of joint consultation, and employees' perceptions of the effectiveness of joint consultation. The study finds that joint consultation is a popular feature of the workplace. Joint consultation was highest in unionized workplaces, and the presence of a union and favourable management attitudes to unions are statistically significant predictors of joint consultative committees (JCC). Employees also report JCCs to be highly effective. The article concludes that joint consultation, as an alternative mechanism in Australian workplaces, is viewed as an effective form of voice.
Employees' Perspective on Non-Union Representation: A Comparison with Unions
Authors: Kim Dong-One
Published: February 2009

This study uses survey data from 857 employees of three unionized and three non-union establishments in Korea to compare employees' perspectives on non-union works councils and unions with regard to perceptual, attitudinal and behavioural dimensions. A majority of the hypotheses received fairly strong empirical support. Compared with unions, works councils were found to be lower in terms of perceived performance and employees' commitment, and depended more on employers. Union commitment and union participation were positively related with existence needs, but works council commitment and works council participation were positively related with relatedness needs. The results were interpreted to support the separate domain perspective (i.e. unions and non-union employee representation [NER] serve different purposes) and the complementarity view (i.e. union and NER develop interdependencies and NER cannot substitute unions).
The Moving Patellar Apprehension Test for Lateral Patellar Instability
Authors: Ahmad Christopher S. , McCarthy Moira , Gomez Jaime A. , Shubin Stein Beth E.
Published: February 2009

Background

Physical examination maneuvers for patellar instability are often inaccurate.

Hypothesis

The “moving patellar apprehension test” is a sensitive and specific physical examination technique for the diagnosis of patellar instability.

Study Design

Cohort study (diagnosis); Level of evidence, 3.

Methods

The moving patellar apprehension test was performed in an office setting preoperatively and compared with the ability to dislocate the patella when examined under anesthesia in 51 patients. The examination begins with the knee held in full extension and the patella is manually translated laterally with the thumb. The knee is then flexed to 90° and then brought back to full extension while the lateral force on the patella is maintained. For the second half of the test, the knee is started in full extension, brought to 90° of flexion, and then back to full extension while the index finger is used to translate the patella medially. For a positive test in part 1, the patient orally expresses apprehension and may activate his or her quadriceps in response to apprehension. In part 2, the patient experiences no apprehension and allows free flexion and extension of the knee.

Results

When compared with the ability to dislocate the patella under anesthesia, the moving patellar apprehension test was found to have a sensitivity of 100%, a specificity of 88.4%, a positive predictive value of 89.2%, a negative predictive value of 100%, and an accuracy of 94.1%.

Conclusion

The moving patellar apprehension test is an accurate physical examination technique that, when performed and interpreted correctly, is highly sensitive and specific for patellar instability.
Anterior Cruciate Ligament Reconstruction Associated with Extra-articular Tenodesis
Authors: Marcacci Maurilio , Zaffagnini Stefano , Giordano Giovanni , Iacono Francesco , Lo Presti Mirco
Published: February 2009

Background

This study was undertaken to prospectively analyze, at a mean 11-year follow-up, the clinical and radiographic outcomes in patients undergoing the authors’ intra-articular anterior cruciate ligament reconstructive procedure with extraarticular augmentation, and to compare these data with those at 5-year follow-up.

Purpose

The clinical and radiographic outcomes in patients undergoing anterior cruciate ligament reconstruction were analyzed at a mean 11-year follow-up.

Study Design

Case series; Level of evidence, 4.

Methods

The authors studied 54 of 60 consecutive high-level sports patients who underwent their anterior cruciate ligament reconstruction technique between 1993 and 1995. The surgical technique uses the hamstring tendons with intact tibial insertions for intra-articular double-stranded reconstruction plus an extra-articular plasty (augmentation) performed with the remnant part of the tendons. Clinical and radiographic evaluations were performed.

Results

After 11 years, the International Knee Documentation Committee score demonstrated good or excellent results (A and B) in 90.7% of patients. Ligament arthrometry using the KT-2000 arthrometer demonstrated that only 2 patients had >5 mm manual maximum side-to-side difference in laxity. The mean Tegner activity score was 4.5, while the mean Lysholm score was 97.3 and the mean subjective score was 90.0%. Radiographic evaluation demonstrated progressive joint narrowing only for the 20 patients having concomitant medial meniscal surgery.

Conclusion

The original technique demonstrates highly satisfactory results. Factors negatively affecting the outcomes are meniscectomy and laxity. In this series, anterior cruciate ligament reconstruction with lateral plasty shows maintenance of knee stability at long-term follow-up. Knee osteoarthritis after anterior cruciate ligament reconstruction with extra-articular tenodesis does not appear to be greater than after anterior cruciate ligament reconstructions without extra-articular augmentation as reported in historical controls.
Teacher Expectations of Students’ Classroom Behavior
Authors: Lane Kathleen Lynne , Pierson Melinda R. , Stang Kristin K. , Carter Erik W.
Published: February 2009

Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers’ expectations of student behavior to examine the extent to which school characteristics (e.g., poverty, mobility, enrollment, school level) predicted teacher expectations. Our results corroborated findings of earlier studies indicating that teachers consistently placed greater emphasis on cooperation and self-control skills relative to assertion skills. Contrary to our expectations, we found that the level of school risk did not predict the importance teachers place on cooperation, assertion, and self-control skills. Some prominent differences, however, were found across elementary, middle, and high school levels, highlighting the importance of intentional communication and deliberate planning to help at-risk students transition across grade levels. We discuss limitations and future directions.
On Receiving the Diagnosis of Cancer: The Adolescent Perspective
Authors: Stegenga Kristin , Ward-Smith Peggy
Published: February 2009

The adolescent life stage encompasses unique developmental challenges. Little is known about the experience of receiving a cancer diagnosis during this already demanding life stage. The aim of this study is to explore the lived experience of being diagnosed with cancer from the perspective of the adolescent. A phenomenological approach is used to perform semistructured interviews with 10 adolescents who have been diagnosed with cancer within the previous 4 to 6 months. Colaizzi's method of analysis is used to allow themes to emerge from these data. Six themes capture the essence of being diagnosed with cancer from the perspective of the adolescent: (1) the stunning loss of normalcy, (2) gaining information, (3) the importance of friends and their reactions, (4) getting used to it, (5) giving back, and (6) family support. The results of this study provide an emerging understanding of the unique perspective of the adolescent with cancer. Understanding this perspective is critical to meet the needs of this population.
Intimate Partner Homicide
Authors: Roberts Darryl W.
Published: February 2009

An overwhelming proportion of intimate partner (IP) homicide perpetrators are under the influence of substances when the crime occurs, and alcohol consumption is a strong predictor of intimate terrorism of women. In IP homicide, female victims are twice as likely to die from a gunshot wound as from stabbing, strangling, or other methods; and firearm ownership is shown to increase the likelihood of IP homicide by a factor of 5.38. Compiled from publicly available data sources, the present study analyzes a database of all lethal events occurring in the U.S. from 1985 to 2004. Using a panel of counties and negative binomial regression, the influences of alcohol and firearms, controlling for other variables, on IP homicide and IP homicide by firearm are estimated. Alcohol consumption and firearm ownership increase both the incidence rates of IP homicide and IP homicide by firearm. However, highly restrictive firearms carry laws also increase the incidence of IP homicide. IP homicide is strongly influenced by alcohol and firearms availability, but some types of firearms carry laws might be counterproductive in decreasing the incidence of this crime.
Motivating the Slow Reader
Authors: Piper Terrence , Powe Rosemary Hahn
Published: February 2009

To many teachers, the application of operant techniques to the classroom suggests bribery or giving candy. Better understanding, however, and creative application of that understanding, can suggest many constructive and culturally acceptable techniques to better serve the needs of children, especially those children who experience difficulty in learning.

In the study reported, the children were introduced to a contingency program that was effective in helping them to learn to read. The program involved the introduction of structure that resulted in better responses. Behaviors that were desirable were made clear, and success in small units was visually recorded as it occurred. The children were able to see their success accumulate toward both short-term (smiling faces) and long-term (mural completion) goals. They were able to see themselves grow—daily, and over a course of weeks. The program required that learning be rewarded in the best possible way: by seeing one's self grow. Children who might be said to be immature or distractible were helped to attend by being given structure and feedback of the kind they needed most. At the same time, a classroom bulletin board became increasingly attractive and interesting—and perhaps more important to the children than it had ever been before.
Why Jimmy Doesnt Try
Authors: Cook Ruth E.
Published: February 2009

Many children who bear the label of “underachiever” undoubtedly do so because of a motivational deficit. This contributing factor is both controllable and changeable.
Teaching Strategies For Spelling Success
Authors: Ganschow Leonore
Published: February 2009

Research findings offer many valuable hints for helping poor spellers
Your Students Can Read Critically!
Authors: Cushenbery Donald C.
Published: February 2009

Suggestions on helping students distinguish between fact and opinion, identify techniques, and understand figurative language
Roadmaps Of Growth
Authors: Bowman Sharon
Published: February 2009

A fascinating case history illustrating that a Human Figure Drawing can be a valid indicator of emotional health.
Logotherapy
Authors: Lieban-Kalmar Vera
Published: February 2009

Logotherapy offers a sound way to help LD students sort out goals, objectives, meaning, and purpose, both short and long range.
What Place are you in?
Authors: Leary Barbara Buckett
Published: February 2009

An interesting technique to teach social skills to the learning disabled in the classroom and at home
Innovative Science for Special Education
Authors: Larkin Margie R.
Published: February 2009

Even if reading and comprehension skills are low, science can be successfully taught to LD students.
Evaluating Self-Concept
Authors: DeGenaro Jennie J.
Published: February 2009

To understand the child, his perception of the world around him, and the people therein, who better to ask than the child himself?
Mainstreaming LD Students
Authors: Humphrey Margaret J. , Hoffman Ellen , Crosby Beth M.
Published: February 2009

Tips on altering the environment and teaching and testing methods to increase the odds for success in a mainstreamed setting.
Variation on a Theme
Authors: Douglass Barbara
Published: February 2009

A simple technique to help students realize they can indeed risk putting their thoughts on paper, and that they have something valuable to say.
Warthin Tumor of the Upper Lip: An Unusual Location of a Benign Salivary Gland Tumor
Authors: dos Santos Almeida Aroldo , Costa Hanemann João Adolfo , Tostes Oliveira Denise
Published: February 2009

Warthin tumor (papillary cystadenoma lymphomatosum) is a benign salivary gland tumor involving almost exclusively the parotid gland. The lip is a very unusual location for this type of tumor, which develops only rarely in minor salivary glands. The case of 42-year-old woman with Warthin tumor arising in minor salivary glands of the upper lip is reported.
Book Review
Authors: DeVaney Sharon A.
Published: February 2009

Book Reviewed in this Article:

Meredith, R. (2007). The Elephant and the Dragon: The Rise of India and China and What It Means for All of Us.
Socialization of the Child as a Consumer
Authors: Hayta Ateş Bayazit
Published: February 2009

Socialization of the consumer is the process in which the individual constantly harmonizes himself or herself with the environment by learning or changing new attitudes, values, and current norms. Socialization of the consumer is only possible through the interaction of individual factors (including age, gender, socioeconomic level, life period), socialization factors (including family, school, mass media tools, cultural variation), and learning mechanisms (cognitive development and social learning theory). Thus, learned characteristics such as knowledge, attitudes, and skills, have influence on various manifestations of child consumers and helps harmonization with the environment.
Determinants of the Age at Marriage of Rural Women in India
Authors: Subramanian Pushpa K.
Published: February 2009

The Child Marriage Restraint Act, 1978 raised the minimum age at marriage of girls to 18 years from 15 years and for boys to 21 years. This was intended to prevent early marriage of girls and consequent early pregnancies and thereby curtail fertility at young ages and birth to premature babies. Demographic experts are on the view that raises in the age at marriage plays a vital role in controlling fertility rate. The very low age at marriage for females has probably also resulted in low life expectancy. Pregnancy and child birth are major causes of death for women and children in the world's poorer countries. The early age at marriage disrupts education and lack of proper employment altogether restricts women's participation in the developmental activities of nation. Age at marriage will be higher for literate as compared to illiterates. The study was an attempt to find out the family and individual characteristics which influence the female age at marriage in rural areas. Family and the individual characteristics will affect the marriage age directly and also indirectly, through the cultural factors related to marriage. The variables and its influence on age at marriage are focused in this paper.
Minority Status and Managerial Survival in Major League Baseball
Authors: Volz Brian
Published: February 2009

The effect of minority status on managerial survival in Major League Baseball is analyzed using survival time analysis and data envelopment analysis. Efficiency scores based on team performance and player salary data from 1985 to 2006 are computed and included as covariates in a survival time analysis. It is shown that when controlling for performance and personal characteristics minorities are on average 9.6% points more likely to return the following season. Additionally, it is shown that winning percentage has no impact on managerial survival when efficiency is controlled for.
Experimental Justice
Authors: Hall Matthew
Published: February 2009

This study utilizes the random assignment of judges to panels in the U.S. courts of appeals to measure how the partisanship of these judges affects whether or not the Supreme Court agrees to hear a case and subsequently overturns the decision of the lower panel. Results from the study provide evidence of partisan behavior in the Supreme Court review process in several politically salient issue areas between 1995 and 2004. Although most lower court decisions are never reviewed at all, in the cases examined, assigning three Democrats to a court of appeals panel, compared to three Republicans, more than quintupled the chances that the Supreme Court would overturn a decision from that panel. Despite the large magnitude of these effects, the estimates of partisan effects would have been even larger without the utilization of random assignment.
“How Do Students Get Answers Like These?” Nine Steps in Diagnosing Computation Errors
Authors: Enright Brian E. , Gable Robert A. , Hendrickson Jo M.
Published: February 2009

There is growing recognition that the bulk of the traditional, norm-referenced tests fail to help teachers make instructional decisions. In rejecting these measures, diagnosticians and teachers alike are seeking strategies for identifying and directly remediating mistakes students make in arithmetic computation. This article presents a step-by-step series of operations for analyzing and categorizing arithmetic errors, for selecting corrective strategies, and for applying peer-referenced standards to judge the performance of special-needs students.
Interrater Reliability of Parent—Infant Interaction Scales
Authors: Goodwin Laura D. , Sandall Susan R.
Published: February 2009

The interrater reliability of three different interaction scales—the Maternal Behavior Rating Scale, the Rating Scales of Mother-Child Interaction, and the Teaching Skills Inventory—were estimated with four different statistical techniques: Pearson correlations, percentages of agreement, comparisons of raters' means, and generalizability theory techniques. The estimates varied widely, both within and across the three interaction scales. The meanings of each statistical approach are discussed, and some suggestions are given to help a researcher decide which approach to use in particular circumstances.
Norms for the Wechsler Intelligence Scale for Children—Revised for Navajo Indians
Authors: Tempest Phyllis , Skipper Betty
Published: February 2009

The purpose of this project was to develop norms for Navajo Indian students for the Wechsler Intelligence Scale for Children—Revised (WISC—R). A stratified random sample of 539 Navajo students distributed in cells of 4 months of age were selected from eight county schools in McKinley County, New Mexico. Sixteen percent of the Navajo school population from first through eighth grade was tested. The norms help to separate cultural and language differences from learning difficulties.
Profile Differences Between Successfully and Unsuccessfully Mainstreamed Violent and Assaultive Youth
Authors: Roth Henrick , Nicholson Charles L.
Published: February 2009

The purpose of this research is to examine the statistical relationship between psychoeducational profiles of violent and assaultive youth and their success or failure in being mainstreamed into public schools. The research hypothesis was that specific variables contained in a student's psychoeducational profile may contribute significantly to differences between his being successfully or unsuccessfully mainstreamed. Uncorrelated t tests indicated that follow-up contacts with the public school system, numerical ratings on an ecological measure, Verbal IQs, one of the WISC—R subtests (Similarities), and the PIAT Reading Comprehension, Reading Recognition, and Spelling scores differentiated significantly between the two groups.
Relationship between Scores of Gifted Children on Stanford-Binet IV and Peabody Picture Vocabulary Test — Revised
Authors: Carvajal Howard
Published: February 2009

Fifty-one children who were enrolled in the gifted curriculum in the public schools in a midwest community of 27,000 were tested with the Stanford-Binet Intelligence Scale, Fourth Edition and the Peabody Picture Vocabulary Test—Revised. Correlations were calculated between the Peabody and the four area scores and the composite score of the Stanford-Binet; the correlations ranged from.30 to.57, indicating that the Peabody may be of value in screening students being considered for gifted placement.
A Study of the Stability of the Bayley Scales of Infant Development with High-Risk Infants
Authors: Dempsey Jody
Published: February 2009

The repeated psychological assessment of 41 high-risk infants during the first 2 years of life using the Mental Scale of the Bayley Scales of Infant Development was investigated to determine if there were any significant differences in the performances of these infants. The infants were assessed at 2 months, 6 months, 1 year, and 2 years adjusted age. Analyses indicated no significant differences among the test results grouped according to age. A Pearson correlation matrix indicated that the 6-month evaluation correlated the highest with the 1-year evaluation. The next highest correlation was noted between the 1-year evaluation and the 2-year evaluation. A stepwise multiple regression analysis indicated that the 1-year evaluations accounted for the most variability in 2-year scores. Several false positives at the 2-month evaluation were noted, along with one false negative. No other shifts in cognitive range were seen after the 2-month evaluation. The implications of these findings are discussed.
Predictive Validity of DIAL-R
Authors: Mardell-Czudnowski Carol , Goldenberg Dorothea S. , Suen Hoi , Fries Rebecca K.
Published: February 2009

The establishment of predictive validity and the calculation of sensitivity and specificity were described for the DIAL-R. These results were compared with the concurrent and predictive validity figures from other screening tests. Suggestions for avoiding common problems include obtaining optimal cut-off scores by using the contrasting group method or by developing local norms and calculating sensitivity and specificity on one's own population and adjusting the cut-off points until the “best fit” is obtained.
A Longitudinal, Criterion-Related Validity Study of the Cognitive Levels Test for a Group of Highly Gifted Students
Authors: Eaves Ronald C. , Subotnik Rena
Published: February 2009

Using a postdictive design, the criteron-related validity of the Cognitive Levels Test(CLT) was evaluated for a group of 48 highly gifted 10-year-old students. At the time of original testing on the Stanford-Binet Intelligence Scale (SB), the children averaged 3 years, 8 months of age. After a 6-year, 4-month interval, the median correlation between the SB and CLT standard scores was .46. When corrected for curtailment, the median correlation was. 71. Given the 6.5-year test-retest reliability of the SB for a sample of normal children (r = .66), the correlation between the CLT and SB for a restricted sample of gifted children was taken as strongly supportive of the validity of the CLT as a measure of cognitive ability. After a 14-month interval, the median correlation between the standard scores of the CLT and California Achievement Test Total was .50. Following correction for curtailment, the median correlation was .64. Therefore, the estimation of academic achievement by the CLT was also considered as supportive of the CLT, particularly in light of the restricted range of ability of the present sample.
Issues in the Assessment of East Asian Handicapped Students
Authors: Lupi Marsha H. , Ting Woo Joseph Yam
Published: February 2009

The assessment of handicapped and limited English-proficient students of East Asian origin presents a unique challenge for those involved in the task of educational evaluation of these students. Instruments currently used in this process may contain cultural biases and linguistic distortions unknown to those evaluators who are unfamiliar with East Asian cultures and languages. This article discusses how these biases and distortions are present in standardized tests, and offers explanations and suggestions on modifying or eliminating them. Key cultural concepts and linguistic differences are described to assist evaluators in assessing East Asian students appropriately and fairly.
The Need for Control/Comparison Studies in Establishing Diagnostic Indicators
Authors: Taylor Ronald L. , Caldwell Mary Lou
Published: February 2009

Typical assessment profiles for students with different diagnostic labels are often determined without the use of comparison groups. This practice often leads to misconceptions that certain characteristics are unique to individuals with that label. This, in turn, could lead to inappropriate diagnostic decisions and possible mislabeling. To illustrate this point, we compared the psychometric characteristics of a sample of individuals with Prader-Willi syndrome with those of a control group of individuals without Prader-Willi syndrome who had similar attributes. These characteristics have been considered to be unique to Prader-Willi syndrome. Results indicated that the cognitive, behavioral, and educational characteristics that have been reported for individuals with Prader-Willi syndrome were documented but were not unique to the syndrome. The importance of using comparison groups when establishing diagnostic criteria is discussed, using these results as an example.
Assessment in the Classroom
Authors: Evans Susan , Wood Karen , Algozzine Bob
Published: February 2009

Assessment in the Classroom is a new column in Diagnostique designed for practitioners to share practical and successful assessment methods and materials they have developed or adapted for use in the classroom. Information that deals with unique and current best practices (e.g., curriculum-based assessment, continuous assessment, computer-assisted assessment) is preferred. Authors should describe how the assessment technique will lead directly to instruction. The format for these brief articles (three to six journal pages) includes the following: (a) purpose and rationale, (b) population for whom assessment is directed, (c) description of the technique and materials. Should the manuscript be accepted for publication, the author is expected to provide camera-ready figures. Submit manuscripts to Ronald C. Eaves, Diagnostique, 1234 Haley Center, Auburn University, AL 36849, Attention: Susan Evans.
Confirmatory Factor Analysis of the Temperament Assessment Battery With A Learning Disabled Sample
Authors: Parmar Rene S. , Cardell Cheryl D.
Published: February 2009

Use of the proposed factor structure of the Temperament Assessment Battery for diagnosis of learning disabled children's temperament was examined. Data were collected from 99 parents and 77 teachers, who were asked to rate their LD children and students, respectively. Confirmatory factor analysis using a maximum likelihood solution was applied to the data. Results indicated that the proposed factor structure does not fit the data from teachers. For parent data, goodness-of-fit approached acceptable levels. It was recommended that diagnosis of LD children's temperament not be made on the basis of the eight temperament constellations derived from the factor structure.
Predictive Validity of the Matrix Analogies Test-Short Form
Authors: Bardos Achilles N. , Prewett Peter N.
Published: February 2009

This study examined the predictive validity of the Matrix Analogies Test Short Form (MAT-SF), a recently available nonverbal test of cognitive ability, with the Comprehensive Test of Basic Skills (CTBS). There were no significant differences, as expected, between the CTBS composite scores but the MAT-SF score was found to be significantly lower than all of the CTBS composite scores. This finding is similar to ones reported in the literature with other academic tests for samples of regular education children. The MAT-SF correlated significantly with all areas of the CTBS composite and spelling scores. The findings of this study and suggestions for the use of the MAT-SF as a screening instrument in the assessment of exceptional children are discussed.
Prediction of Behavior Disorders Classification with the Index of Personality Characteristics and a Test of Social Reasoning
Authors: Buckhalt Joseph A. , McGhee Ron L.
Published: February 2009

In an effort to find measures which will improve the diagnosis and classification of behavior disordered (BD) students, two measures were administered to a sample of BD and nonexceptional students, the Index of Personality Characteristics (IPC) and the Social Reasoning subtest of the British Ability Scales. The results indicated that the IPC is unidimensional and that the composite score (Personality Quotient) in combination with the Social Reasoning subtest predicted BD classification with a high degree of accuracy.
Mathematics Achievement and Inhalant Allergy in Middle School Children
Authors: Burchfield Patricia Crosby , Easterday Kenneth E.
Published: February 2009

Middle school students with inhalant allergies were paired with nonallergic students on the basis of grade level, school ability, and past mathematics achievement. Matched pairs of students were administered the mathematics subtests of the Iowa Tests of Basic Skills. Data on school absences, student's sex, and identity of the student's mathematics teacher were recorded. A significant difference was found between the mean scores of allergic and nonallergic eighth-grade students on the Mathematics Concepts subtest of the ITBS. Differences between this group and all other groups were examined, particularly with respect to the relationship between entrance into puberty and inhalant allergy.