TW Curby, LL Brock, BK Hamre - Early Education & Development, 2013
Research Findings: It is widely acknowledged that consistent, high-quality teacher–student
interactions promote optimal developmental outcomes for children. Previous research on the
quality of teacher–student interactions provides empirical support for this premise. Little ...
AS Kaufman - Journal of Psychoeducational Assessment, 2013
Abstract The two featured articles and eight commentaries on the WISC-IV (Wechsler, 2003)
and WAIS-IV (Wechsler, 2008) in this special issue of Journal of Psychoeducational
Assessment are of exceptional quality. As a collective, this special issue greatly advances ...
JK Kidd, AG Carlson, KM Gadzichowski, CE Boyer… - Journal of Research in …, 2013
A test of the effectiveness of patterning instruction was conducted with 140 first-graders.
First, 383 first-graders from 20 classes were screened on a patterning test. The eight in each
class who scored worst were given individual 15-minute lessons on patterning or reading ...
S Goldstein - Journal of Psychoeducational Assessment, 2013
Abstract Intelligence has been defined in multiple ways throughout history. In the last 100
years a psychometric approach to define the concept of intelligence has come to dominate
the concept. This Commentary provides a brief overview of the history and concepts of ...
LG Weiss, TZ Keith, J Zhu, H Chen - Journal of Psychoeducational Assessment, 2013
Abstract The fourth edition of the Wechsler Adult Intelligence Scale (WAIS-IV) is a revised
and substantially updated version of its predecessor. The purposes of this research were to
determine the constructs measured by the test and the consistency of measurement ...
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