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Bringing a Perspective from Outside the Field: A Commentary on Davis et al.'s (2010) Use of a Modified Regression Discontinuity Design to Evaluate a Gifted Program
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Adelson, Jill L.; Kelcey, Benjamin – Journal of Advanced Academics, 2016
In this commentary of "Evaluating the Gifted Program of an Urban School District Using a Modified Regression Discontinuity Design" by Davis, Engberg, Epple, Sieg, and Zimmer, we examine the background of the study, critique the methods used, and discuss the results and implications. The study used a fuzzy regression discontinuity design…
Descriptors: Special Education, Gifted, Program Evaluation, Regression (Statistics)
WAIS-IV and WISC-IV Structural Validity: Alternate Methods, Alternate Results. Commentary on Weiss et al. (2013a) and Weiss et al. (2013b)
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Canivez, Gary L.; Kush, Joseph C. – Journal of Psychoeducational Assessment, 2013
Weiss, Keith, Zhu, and Chen (2013a) and Weiss, Keith, Zhu, and Chen (2013b), this issue, report examinations of the factor structure of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) and Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), respectively; comparing Wechsler Hierarchical Model (W-HM) and…
Descriptors: Intelligence Tests, Factor Structure, Comparative Analysis, Arithmetic
Factor Space of the Wechsler Intelligence Scale for Children-Third Edition: Critical Thoughts and Recommendations.
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Parker, Kevin C. H.; Atkinson, Leslie – Psychological Assessment, 1994
Procedures recommended in the Wechsler Intelligence Scale for Children (Third Edition) (WISC-III) manual for factorial estimation may be replaced by new methods using the computer and a spreadsheet program. Constants and formulas needed to draft a spreadsheet program for estimating the factors using WISC-III scaled scores are presented. (SLD)
Descriptors: Children, Computer Oriented Programs, Estimation (Mathematics), Factor Analysis