Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 0 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Abstract Reasoning | 1 |
| Classification | 1 |
| Cognitive Ability | 1 |
| Context Effect | 1 |
| Intelligence | 1 |
| Intervention | 1 |
| Learning Theories | 1 |
| Models | 1 |
| Referral | 1 |
| School Psychologists | 1 |
| Social Theories | 1 |
| More ▼ | |
Source
| Journal of Applied School… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Secondary Education | 1 |
Audience
| Counselors | 1 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkPetruccelli, Meredith Lohr; Fiorello, Catherine A.; Thurman, S. Kenneth – Journal of Applied School Psychology, 2010
Teacher perceptions of their students' cognitive abilities affect the referrals they make and intervention strategies they implement. In this study, teachers and school psychologists were asked to sort basic academic tasks into categories on the basis of the Cattell-Horn-Carroll (CHC) broad cognitive abilities, such as fluid reasoning and…
Descriptors: Social Theories, School Psychologists, Teacher Attitudes, Classification
