Differentiated instruction remains one of the most important frameworks for the global education community to achieve sustainable educational development goals and inclusive education. It is also one of the most critical challenges for teachers in different subjects. This study used structural equation modeling to examine the role of teachers'…

Teachers' classroom management practices are an essential aspect of supporting student engagement, yet they often vary in response to changing conditions in the classroom. This study explored the variability within middle school teachers' observed practice and their students' engagement as a function of contextual factors. Observers visited…

Within the limitations of this study it has been demonstrated that: (1) the Shape-O Ball Test is a good predictor of both objective and subjective measures of academic ability; (2) objective measures of academic ability are significantly related to subjective measures of academic ability; and (3) the objective measures used in this study can be…

The results of this study are taken to suggest that increased emphasis on mental age in grade placement practices might benefit a child in terms of emotional adjustment, especially in the case of the child whose current grade placement is greater than his mental age. (Author)

Barclay Classroom Climate Inventory was administered to 45 randomly selected classes from a population of 115 classes representing Self-Contained Selected Academic Placement and Learning Center models. It appears that stronger social support systems exist and fewer problems emerge for children who are placed with others of similar cognitive…

Compared beginning kindergarten subtest scores on Vane Test of Language and Vane Kindergarten Test to Metropolitan Achievement Test Scores in reading and math, Otis-Lennon School Ability Test Index, and placement into special education or high achievement programs following second grade. Results revealed effective predictability of the screening…

An argument is presented for grouping retarded children in school by developmental level rather than by chronological age or IQ. The potential advantages of this scheme are discussed in terms of the effects on teaching, social acceptance and self-esteem, motivation, parental acceptance, and general benefits to society at large. (Author)

Analyzed WISC-R profiles along a three-factor approach for purposes of differential diagnosis. Profiles of 278 school-verified learning disabled children were compared to those of Educable Mentally Impaired (N=141), Emotionally Impaired (N=67), Otherwise Impaired (N=61), and Nonimpaired (N=294). Resulting data was not useful in differential…

Studied the stability of Child Study Team classifications over four years by relocating learning disabled (LD), emotionally disturbed (ED), and unclassified boys (UC) originally sampled in 1975. Results demonstrate high stability of classification status for UC children, moderate stability for LD children, and relatively low stability for ED…

Examined the role of various psychoeducational assessment devices in contributing to appropriate placement decisions for 30 emotionally handicapped, 30 learning disabled, and 30 educable mentally retarded students. Results showed that standardized tests plus teacher ratings were effective in predicting only the EMR group. (JAC)

Results showed that the labeling process does not lead diagnosticians to place children in more restrictive educational programs. A comprehensive assessment-intervention-follow-through model that minimizes the potential dangers and abuses of labeling is proposed. (Author)