Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
-
- Academic (1)
- Behaviorally handicapped (1)
- Children (1)
- Computation (1)
- Effects (1)
-
- Emotionally handicapped (1)
- Formal tests (1)
- Format (1)
- Hearing (1)
- Item format (1)
- Loss (1)
- Mild (1)
- Nutrition Education (1)
- Parent Involvement (1)
- Performance (1)
- Primary Grade Pupils (1)
- Reliability (1)
- School (1)
- Self-evaluation (1)
- Standardized mathematics achievement tests (1)
- Students (1)
- Subtest scores (1)
- Treatment gains (1)
- Young (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Generalization And Maintenance Of Treatment Gains Of Behaviorally/Emotionally Handicapped Students From Resource Rooms To Regular Classrooms Using Self-Evaluation Procedures, Ginger Rhode
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
Students who are removed from their regular classrooms for treatment in special education classrooms commonly exhibit positive behavior gains in those settings. Typically, however, the gains do not generalize and maintain when the students are returned to their regular classrooms. The present study initially provided six Behaviorally/Emotionally Handicapped elementary school students with a short-term resource room treatment to bring their behavior under the control of a combination of procedures emphasizing self-evaluation. Once acceptable levels of appropriate behavior were maintained with only minimal external reinforcement and students accurately self-evaluated their own work and behavior, generalization and maintenance of behavior gains were …
The Effect Of Item Format On Computation Subtest Scores Of Standardized Mathematics Achievement Tests, Larry Carcelli
The Effect Of Item Format On Computation Subtest Scores Of Standardized Mathematics Achievement Tests, Larry Carcelli
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
The effect on childrens' scores of different item formats used in standardized mathematics achievement tests was investigated. Second grade students were given a mathematics computation test using formats derived from five standardized achievement tests. Identical content was tested with each format. Differences in test scores between types of formats were statistically significant at p < .001 (F = 45.25). These results indicate that what a student appears to know is substantially influenced by the format of the particular test used in measuring achievement. These differences are not accounted for by the normative scaling of the different tests. Greater attention should be given to the effect of test item format in selecting and administering achievement tests.
The Effect Of Parent Involvement In A Nutrition Education Program For Primary Grade Pupils, Barbara A. Kirks
The Effect Of Parent Involvement In A Nutrition Education Program For Primary Grade Pupils, Barbara A. Kirks
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
Three schools were matched for socioeconomic data, location, and quality. Students in kindergarten through grade three in two schools received nutrition education; the third school was the control. Of the two treatment schools, one was randomly assigned to receive parent as well as student education in nutrition. Three-hundred and seventy cognitive scores, 168 affective scores, and 100 plate-waste analyses were collected in both pretest and posttest phases. At the end of the four-month treatment period, 24-hour food frequency recalls were collected for 151 children.
Students at the school where both parents and their children were involved had higher dietary quality …
The Effects Of Mild Hearing Loss On Academic Performance Among Young School Age Children, Miles Ellis Peterson
The Effects Of Mild Hearing Loss On Academic Performance Among Young School Age Children, Miles Ellis Peterson
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
The purpose of this study was to measure the academic performance of children with mild hearing loss (20-45 dB) by comparing them with a normal control group. Twenty-four pairs of children in the first through fourth grades were compared. The achievement scores of the second and fourth grade student pairs were compared for the current academic year and for the previous academic year. A two-way analysis of Variance was used to compare the achievement scores from the Iowa Test of Basic Skills of the two groups. The results indicated statistical significance on some subtests of the first and fourth grade …