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A Rationale for Compensatory Education Programs
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 39, Heft 1, S. 26
ISSN: 2167-6437
The International School Psychology Association: Its Formation, Accomplishments, and Future Missions
In: The Handbook of International School Psychology, S. 475-480
Ethics Standards Impacting Test Development and Use: A Review of 31 Ethics Codes Impacting Practices in 35 Countries
In: International journal of testing: IJT ; official journal of the International Test Commission, Band 7, Heft 1, S. 71-88
ISSN: 1532-7574
Language, Reading, and Readability Formulas: Implications for Developing and Adapting Tests
In: International journal of testing: IJT ; official journal of the International Test Commission, Band 4, Heft 3, S. 239-252
ISSN: 1532-7574
Minority Group Literature in Psychology and Education Journals 1952-1973
In: Journal of black studies, Band 22, Heft 2, S. 301-310
ISSN: 1552-4566
Temperament-based Learning Styles of Visually Impaired Students
In: Journal of visual impairment & blindness: JVIB, Band 94, Heft 1, S. 26-33
ISSN: 1559-1476
This article reports on a study of the preferences in learning styles for 214 students, aged 10–17, with visual impairments and their sighted peers. Students with or without visual impairments did not differ in their frequency for preferences for either an extroverted or introverted style. However, in contrast to their sighted peers, students with visual impairments more frequently preferred practical, thinking, or organized styles. Also in contrast with their sighted peers, boys with visual impairments tended to prefer extroverted styles and girls with visual impairments tended to prefer introverted styles. Visually impaired students aged 10–15 generally displayed a preference for thinking styles, and those older than 15 preferred feeling styles. Those aged 10–12 generally preferred more organized styles, whereas those older than 15 generally preferred more flexible styles.
School Psychology in the United States
In: The Handbook of International School Psychology, S. 415-426
School Psychology Internationally: A Retrospective View and Influential Conditions
In: The Handbook of International School Psychology, S. 453-462
An Exploration of Learning Disabilities in Four Countries: Implications for Test Development and Use in Developing Countries
In: International journal of testing: IJT ; official journal of the International Test Commission, Band 7, Heft 1, S. 53-70
ISSN: 1532-7574
Diagnosis and Administrative Interventions for Students With Mental Retardation in Australia, France, United States, and Zimbabwe 98 Years After Binet's First Intelligence Test
In: International journal of testing: IJT ; official journal of the International Test Commission, Band 3, Heft 1, S. 59-75
ISSN: 1532-7574
School Psychology Internationally: A Synthesis of Findings
In: The Handbook of International School Psychology, S. 501-509
Introduction to the Handbook of International School Psychology
In: The Handbook of International School Psychology, S. 1-4
International Test Commission: Its History, Current Status, and Future Directions
In: International journal of testing: IJT ; official journal of the International Test Commission, Band 1, Heft 1, S. 3-32
ISSN: 1532-7574