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Hierarchical Exploratory Factor Analyses of the Woodcock-Johnson IV Full Test Battery: Implications for CHC Application in School Psychology
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Dombrowski, Stefan C.; McGill, Ryan J.; Canivez, Gary L. – School Psychology Quarterly, 2018
The Woodcock-Johnson (fourth edition; WJ IV; Schrank, McGrew, & Mather, 2014a) was recently redeveloped and retains its linkage to Cattell-Horn-Carroll theory (CHC). Independent reviews (e.g., Canivez, 2017) and investigations (Dombrowski, McGill, & Canivez, 2017) of the structure of the WJ IV full test battery and WJ IV Cognitive have…
Descriptors: Factor Analysis, Achievement Tests, Cognitive Tests, Cognitive Ability
The Relation between the Academic Achievement of Students with Emotional and Behavioral Disorders and Teacher Characteristics
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Gage, Nicholas A.; Adamson, Reesha; MacSuga-Gage, Ashley S.; Lewis, Timothy J. – Behavioral Disorders, 2017
Teachers of students with emotional and/or behavioral disorders (EBD) are less experienced and more likely to have emergency certification than teachers of students with other disabilities. Yet, to date, research has not examined the relation between the academic achievement of students with EBD and characteristics associated with highly qualified…
Descriptors: Academic Achievement, Emotional Disturbances, Longitudinal Studies, Disabilities
The Impact of Teacher Study Groups in Vocabulary on Teaching Practice, Teacher Knowledge, and Student Vocabulary Knowledge: A Large-Scale Replication Study
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Jayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Smolkowski, Keith; Newman-Gonchar, Rebecca – Journal of Research on Educational Effectiveness, 2018
The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to…
Descriptors: Vocabulary Development, Teaching Methods, Faculty Development, Grade 1
Toward an Understanding of Dimensions, Predictors, and the Gender Gap in Written Composition
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Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne; Gatlin, Brandy – Journal of Educational Psychology, 2015
We had 3 aims in the present study: (a) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum-based measurement [CBM] writing scoring), (b) to investigate unique language and cognitive predictors of the identified dimensions, and (c) to examine gender gap in the…
Descriptors: Writing (Composition), Gender Differences, Curriculum Based Assessment, Scoring
Toward an Understanding of Dimensions, Predictors, and the Gender Gap in Written Composition
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Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne; Gatlin, Brandy – Grantee Submission, 2015
We had 3 aims in the present study: (a) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum-based measurement [CBM] writing scoring), (b) to investigate unique language and cognitive predictors of the identified dimensions, and (c) to examine gender gap in the…
Descriptors: Writing (Composition), Gender Differences, Curriculum Based Assessment, Scoring