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作者 Claypool, Timothy Robert
書名 Ability and achievement variables of average, low average, and borderline students
國際標準書號 9780494082201
book jacket
說明 146 p
附註 Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3563
Thesis (Ph.D.)--University of Alberta (Canada), 2005
Students are differentiated semantically and psychometrically when their levels of intelligence are determined through tests, such as the Wechsler Intelligence Scales for Children - Third Edition (WISC-III). The two-fold purpose of this study was to combine semantic and psychometric information in a manner that is not typically found in the research literature, with the intent of contributing to the evolution of clinical practice in school psychology. To this end, the IQ-based classifications of Average, Low Average, and Borderline were examined to determine empirical similarities and differences in levels of achievement in word reading and mathematics calculation. Additionally, psychometric manipulations of IQ were permitted through the use of the 'Symbol Search substitution' method and an eight subtest abbreviated IQ in the form of the General Ability Index. The four psychometric-based factor scores were also used as a means of comparison for the three IQ-based classifications
The 196 cases that comprised the archival research sample completed psychoeducational assessment through the University of Alberta's Education Clinic. Graduate level students enrolled in the Educational Psychology course, EDPY 545, completed these assessments under the close supervision of the clinic's director, and his appointed supervisors. The subject pool consisted of 88 females and 108 males that were distributed among the three IQ classifications
When a 3 X 2 between subjects factorial design was employed, gender did not prove to be a significant distinguishing variable for academic achievement levels among IQ-based classifications. This result was consistent for all three methods of calculating IQ. Similarly, age groupings were not a significant variable when reading and mathematics levels were compared across the Average, Low Average and Borderline groupings
In all cases, the Low Average and Borderline groups' achievement levels differed significantly from that of the Average group. The fact that reading and mathematics abilities were not differentiated when Low Average and Borderline groups were compared, calls into question the veracity of these labels
This research supports the drafting of a Canadian version of a 'Rights without Labels' policy statement, which is presently only evident in an American format courtesy of the National Association of School Psychologists
School code: 0351
Host Item Dissertation Abstracts International 66-10A
主題 Education, Educational Psychology
Alt Author University of Alberta (Canada)
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