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991.
Patterns of intellectual differences among children of different ethnic groups on the Wechsler Intelligence Scale for Children-Revised (WISC-R) were examined. Full Scale IQ was used as a covariate in a multivariate analysis of covariance. The results indicated that when overall IQ is held constant, Black children perform better on verbal tasks, Hispanic children perform better on visual-spatial tasks, and White children perform better on tasks requiring abstract thinking and knowledge of facts. The implications of these results regarding assessment practices are discussed. 相似文献
992.
Stephen P. Safran Joan S. Safran Robert S. Barcikowski 《Psychology in the schools》1990,27(2):148-155
The purpose of this exploratory study was to identify predictors of teacher manageability beliefs (the degree to which teachers believe they can personally manage a behavior). One hundred and eighty-two teachers completed the 39-item, nine-subtest Teacher Manageability Scale (TMS), which asked participants to rate each behavior (on a 5-point scale) by responding to the question “How easily can you manage the behavior when any student…?” Results of a multivariate regression analysis evaluating the relationship between the nine subtests (dependent variables) and eleven teacher-reported independent variables indicated that between 13% and 18% of the variance was predicted for the six TMS subtests achieving significance. The variables related to the greatest number of dependent measures were student academic achievement and socioeconomic status. Surprisingly, principal's disciplinary support and class size (enrollment) failed to predict even a single subtest. Implications for professional educators working with students identified for special educational services and future research are discussed. 相似文献
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