In recent years individual tests of intelligence and personality drawn from clinical settings have increasingly supplemented tests of vocational aptitude, educational achievement, and group in telligence generally employed in correction. Some observers view this trend with alarm, criticizing clinical tests constructed for use in schools, clinics, and hospitals as inappropriate for the correctional field. More specifically, these tests have been op posed as time-consuming and yielding little relevant information. These criticisms, however, appear undeserved. Indeed, apart from time-saving advantages, individually administered tests of fer many additional benefits over group tests in diagnostic eval uation. Extensive experience in a state diagnostic agency for juvenile offenders amply demonstrates that individually admin istered tests of intelligence and personality can contribute sub stantially to the differentiated assessment of the delinquent and to the decisions which must be made about him.
A pproximately one-third of the students in Grades 7 to 12 arc unsuccessful in meeting the requirements of our educational system. There is evidence that these students discontinue schooling before graduation and repeat this failure experience in the vocational and civic community. Two important factors contributing to this lack of adjustment between the school and a sizable percentage of its student population are the inappropriateness of the students' educational experiences and a lack of school climate suitable to their personal development. A significant percentage of these failure-prone students may be characterized as “slow learners.” The verbal learning capacity of these students is above that of students selected for special programs for the mentally ret arded, but below the average. They lack the basic educational skills and are handicapped in the development of healthy personal and vocational characteristics. In many school situations, slow learners demonstrate little change in achievement from year to year, and their lack of success is frequently associated with early school leaving.
Using a reflective judgment interview based upon Kitchener and King's 1985 model, the present study investigated reflectivity among undergraduate education majors and student teachers. Each set of students responded during a semi-structured interview to three ill-structured problems in education. These interviews were rated using Kitchener and King's 1985 scoring manual. No differences were found between responses of the two groups. On two of the three issues the modal response was at Stage 4, while on the remaining issues the modal response was at Stage 5. Issues regarding preparation of teachers are raised, and implications for further study are suggested.
Phrase reading programs have been developed and used experimentally with students at the intermediate grade levels (Amble and Muehl, 1966 a; Amble and Muehl, 1966 b; Amble, 1966) and with poor readers and disadvantaged students at the junior high levels (Amble and Muehl, Experiment III, 1966 a; Amble and Butler, 1967; Amble, 1968). Phrase reading development training has been shown to be an effective supplement to the regular language arts-reading curriculum by helping students improve reading rate and reading comprehension. An analysis of the perception of phrases has recently been completed (Amble, 1969). Analyses of data from the studies reveal that subjects in the phrase reading programs made greater gains than control subjects in perceptual span, reading rate and reading comprehension without significant advantage or change in reading vocabulary. This was true for subjects at all levels of reading for their group, and the gains were durable once the skill had improved (Amble, 1967). Like other learned behaviors, reading behavior can be modified and changed. The present study was an attempt to determine if programs of phrase reading training would significantly enhance the educational development of fourth grade students. The
A commercial programed arithmetic textbook and two teacher made programs, one using the rote approach, the other using the understanding approach, were evaluated with EMR students as subjects. The teacher made programs were designed to follow suggestions from the attention theory of Zeaman and House (1963). The rote approach was highly significant for learning division facts. Implications for the classroom and suggestions for revision of the commercial program are given.
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