Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 18. Next 10 >>
1. Obstacles to Integrating Disabled Students in a "Two-Roof" Elementary School. (EJ399047)
Author(s):
Mercer, Jane R.; Denti, Lou
Source:
Exceptional Children, v56 n1 p30-38 Sep 1989
Pub Date:
1989-00-00
Pub Type(s):
Journal Articles; Reports - Descriptive; Reports - Evaluative
Peer-Reviewed:
N/A
Descriptors: Disabilities; Educational Cooperation; Elementary Education; Institutional Cooperation; Interschool Communication; Intervention; Mainstreaming; Social Integration; Special Schools
Abstract: Described are efforts to integrate special and regular elementary-level students from two separate but adjacent facilities. Three years after the special school's opening, observational data and questionnaires revealed almost total segregation. Subsequently, an intensive intervention program generated promising, short-term movement toward integration, but there were few enduring effects. (Author/JDD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text
2. Ethnic Differences in IQ Scores: What Do They Mean? (A Response to Lloyd Dunn). (EJ391078)
Mercer, Jane R.
Hispanic Journal of Behavioral Sciences, v10 n3 p199-218 Sep 1988
1988-00-00
Journal Articles; Opinion Papers
Descriptors: Achievement Tests; Blacks; Children; Cultural Influences; Elementary Secondary Education; Ethnic Groups; Hispanic Americans; Intelligence; Intelligence Differences; Intelligence Quotient; Intelligence Tests; Nature Nurture Controversy; Opinion Papers; Scores; Test Bias; Test Norms
Abstract: Responds to Dunn's monograph on Hispanic-Anglo differences in IQ scores. Reviews studies of between-group variance in IQ scores for Blacks, Anglos, and Hispanics; concludes that sociocultural factors are major contributors to such variance. Presents an IQ assessment system that develops sociocultural norms via multiple regression. Contains 24 references. (Author/SV)
3. Research Report: A Cross-Cultural Perspective on Practical Intelligence. (EJ355119)
Journal of Educational Equity and Leadership, v7 n1 p78-83 Spr 1987
1987-00-00
Journal Articles; Reports - Research
Descriptors: Cognitive Processes; Cognitive Psychology; Cross Cultural Studies; Intelligence; Measurement Techniques; Research Methodology; Validity
Abstract: Questions the extent to which practical intelligence can be measured in a reliable and valid fashion cross-culturally. Differentiates between the internal validity of our measure of practical intelligence and its external validity. (LHW)
4. In Defense of Racially and Culturally Non-Discriminatory Assessment. (EJ200593)
School Psychology Digest, v8 n1 p89-115 Win 1979
1979-00-00
Journal Articles; Opinion Papers; Information Analyses
Descriptors: Culture Fair Tests; Educational Testing; Elementary Secondary Education; Exceptional Persons; Federal Regulation; Models; Test Bias; Test Construction; Test Interpretation; Test Reviews; Test Validity; Testing Problems; Testing Programs
Abstract: A defense of the System of Multicultural Pluralistic Assessment (SOMPA) in response to previous articles in this issue of this journal is presented by the test developer. The defense is detailed and addresses each previous article. (JKS)
5. Test "Validity,""Bias," and "Fairness": An Analysis from the Perspective of the Sociology of Knowledge. (EJ193373)
Interchange: A Journal of Educational Studies, v9 n1 p1-16 1978-79
1978-00-00
Descriptors: Cultural Background; Cultural Pluralism; Disadvantaged; Minority Groups; Political Socialization; Social Status; Test Bias; Test Validity
Abstract: Because the controversy over the fairness of knowledge testing is fundamentally a confrontation between the politically dominant Anglo-oriented groups and rising minorities, issues concerning the use and interpretation of tests are more likely to be settled in the political arena than in the educational arena. (JD)
6. A Policy Statement on Assessment Procedures and the Rights of Children (EJ093957)
Harvard Educational Review, 44, 1, 125-41, Feb 74
1974-00-00
Descriptors: Children; Civil Liberties; Definitions; Intelligence Quotient; Mental Retardation; Psychological Evaluation; Sampling; Sociocultural Patterns; Standardized Tests; Statistical Analysis
Abstract: The author discusses the findings of an eight-year study in which she explored school and agency classification procedures for children based on standardized intelligence tests. (Editor)
7. IQ: The Lethal Label (EJ071381)
Education Digest, 38, 5, 17-20, Jan 73
1973-00-00
Descriptors: Cognitive Development; Cultural Background; Definitions; Intelligence Quotient; Learning; Mental Retardation; Minority Group Children; Socioeconomic Background; Sociology; Surveys
Abstract: Survey indicates it is imperative that cultural differences are accounted for when assessing mental retardation, and the necessity for a proper evaluation of the IQ. (RK)
8. Sociocultural Factors in Labeling Mental Retardates (EJ037214)
Peabody Journal of Education, 48, 3, 188-203, Apr 71
1971-00-00
Descriptors: Anglo Americans; Intelligence Quotient; Interaction Process Analysis; Mental Retardation; Mexican Americans; Social Influences; Tables (Data)
Abstract:
9. Implications of Current Assessment Procedures for Mexican-American Children. Bilingual Education Paper Series, Vol. 1 No. 1, August 1977. (ED151124)
1977-08-00
Reports - Research
Descriptors: Accountability; Bilingual Students; Cross Cultural Studies; Cultural Traits; Culture Fair Tests; Educational Diagnosis; Intelligence Tests; Labeling (of Persons); Literature Reviews; Measurement Techniques; Mexican Americans; Standardized Tests; Test Bias
Abstract: Disproportionately large numbers of Mexican American children are labeled as mentally retarded by the public schools and placed in special education classes. Two explanatory hypotheses are discriminatory referral procedures and discriminatory clinical procedures. Findings from research conducted between 1963 and 1969 concerning these processes and procedures indicate that clinical assessment is the primary factor in disproportionate placement of Mexican American children in classes for the mentally retarded. The primary instrument used is the standardized individually administered intelligence test, i.e., the Stanford-Binet Intelligence Test, Form LM, or the Wechsler Intelligence Scale for Children (WISC). Failure to take cultural differences into account and failure to recognize the cultural biases in these tests are the primary reasons for disproportionately large numbers of Mexican American children being labeled as mentally retarded. The logic of the pluralistic evaluation of intelligence is based on a three-step process: identifying sociocultural characteristics correlated with IQ for Mexican American children; developing a sociocultural index for classifying children by family background; and interpreting the IQ against two normative standards--the standardized norms of the test as published in the test manuals and the pluralistic norms based on the distribution of scores for persons from comparable sociocultural backgrounds. (NQ) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Labeling the Mentally Retarded: Clinical and Social System Perspectives on Mental Retardation. (ED081878)
Descriptors: Classification; Clinical Diagnosis; Demography; Educational Diagnosis; Medical Evaluation; Mental Retardation; Psychological Evaluation; Role Perception; Role Theory; Social Systems; Student Evaluation; Urban Population
Abstract: Mental retardation exists as a category of thought, a way of classifying people. Traditionally, two models have been used in making such classifications: the pathological model of medical practitioners, and the statistical model of psychologists and other behavioral scientists. Both regard mental retardation as individual pathology characterized by symptoms that manifest themselves in comparable forms in all sociocultural segments of American society. In the clinical approach, a set of operations are developed for evaluating the objects of experience along those dimensions which have been selected as the basis for classification. In the social system approach, the meaning of the concept "mental retardation" rests in understanding the use to which the concept is put, e.g. how the concept is used to sort out, classify, and label people. When we comprehend this sorting and labeling process and the outcomes of the process in terms of who is and who is not labeled, then we comprehend the meaning of mental retardation in an American community. In the social system epidemiology, we began in the empirical world of Riverside and attempted to locate all these persons who were holding the status and playing the role of mental retardate in any of the social systems of the community. Beginning at the level of experience and analyze the characteristics which persons labeled as mentally retarded by different types of social systems had in common and those characteristics on which they differed, we moved, inductively, from the empirical world up the abstraction ladder to the mental construct of the meaning of mental retardation in the city of Riverside. (Author/JM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Help
Help