Not very much is known about the test-retest reliability of personality inventories for children, particularly at the primary school level; this study was designed to throw some light on this question. (Author)

The present study suggests that although the reliability of an academic aptitude test given under formula-score condition can be increased substantially through empirical option weighting, much of the increase is due to the capitalization of the keying procedure on omitting tendencies which are reliable but not valid. (Author)

Study attempted to determine the extent to which visual perception skills are related to language and general ability in nursery school children. (Author)

Tutored Ss displayed significantly greater achievement gains than Ss instructed in a classroom setting when time, the curricula, and teacher differences were held constant. (Authors)

Using a factor analytic procedure, results indicated the presence of a major factor termed Concern with Being an Effective Teacher,'' which reflects the teacher's concern with generating a classroom environment conductive to effective learning and social growth. (Authors/CB)

The Joyce-Hudson scale proved to be more closely related to science/non-science bias than to convergence/divergence. (Authors/CB)

Verbal reasoning and semantic divergent thinking scores together with assessments of conventional and creative English attainment were gained for 331 10-year-old children. A factor analysis demonstrated a separation of the ability and attainment measures. (Author)

Study was designed to examine the validity of the Sixteen Personality Factor Questionnaire in predicting achievement of college sophomores majoring in Education. (Authors)

Factor analysis of replies to a 35-item questionnarie concerning practice teaching from 523 students in teachers' colleges in Ontario yielded six factors interpreted as represent different kinds of experiences. (Author)

Experiment designed to help meet the need for more controlled experiments on the effects of microteaching and to investigate different areas of teacher behavior over more than one time period. (Authors)

Paper compares a set of multi-item personality scales with a set of comparable example-anchored scales. (Authors/MB)

Review of the factor matrix indicated that Piagetian reasoning tasks involve abilities separate from those measured by standard tests of intelligence and achievement. (Authors)