Association between handicapped student self-ratings and teacher ratings of generalizable mathematics skills

1987 ◽  
Vol 13 (4) ◽  
pp. 30-37 ◽  
Author(s):  
James P. Greenan
Keyword(s):  
Teacher Ratings ◽  
Handicapped Student ◽  
Mathematics Skills

Factors Associated With Accuracy in Prekindergarten Teacher Ratings of Students’ Mathematics Skills

2016 ◽  
Vol 35 (4) ◽  
pp. 410-423 ◽  
Author(s):  
Emily C. Furnari ◽  
Jessica Whittaker ◽  
Mable Kinzie ◽  
Jamie DeCoster
Keyword(s):  
No Child Left Behind ◽  
Mathematical Knowledge ◽  
Teacher Ratings ◽  
Teacher Characteristics ◽  
Mathematical Skills ◽  
Policy Makers ◽  
Prekindergarten Teachers ◽  
Left Behind ◽  
Mathematics Skills ◽  
Race Ethnicity

The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers’ ratings of student skills, as a substitute. However, prekindergarten teachers’ ratings of students’ mathematical knowledge and skills are only correlated with direct assessments at the .50 level. Little is known about factors that influence accuracy in teacher ratings. In this study, we examine the influence of student and teacher characteristics on prekindergarten teachers’ ratings of students’ mathematical skills, controlling for direct assessment of these skills. Results indicate that students’ race/ethnicity and social competency, as well as teachers’ self-efficacy, are significantly related to prekindergarten teachers’ ratings of students’ mathematical skills.

The Association Between Handicapped Student Self-Ratings and Vocational Teacher Ratings of Generalizable Communications Skills

Diagnostique ◽  
1987 ◽  
Vol 12 (3-4) ◽  
pp. 215-223 ◽  
Author(s):  
James P. Greenan ◽  
Debra A. Browning
Keyword(s):  
Teacher Ratings ◽  
Handicapped Student ◽  
Communications Skills ◽  
Vocational Teacher

Teacher Ratings Versus Student Self-Ratings of Personal Academic Characteristics

1981 ◽  
Vol 14 (1) ◽  
pp. 16-20
Author(s):  
Ronald G. Taylor ◽  
Robert D. Whetstone ◽  
Brian Jackson
Keyword(s):  
Teacher Ratings ◽  
Academic Characteristics

The German Strengths and Difficulties Questionnaire (SDQ)

2010 ◽  
Vol 26 (4) ◽  
pp. 256-262 ◽  
Author(s):  
Ulrike Petermann ◽  
Franz Petermann ◽  
Ina Schreyer
Keyword(s):  
Correlation Analysis ◽  
Teacher Ratings ◽  
Screening Instrument ◽  
Preschool Age ◽  
Strengths And Difficulties Questionnaire ◽  
Preschool Age Children ◽  
Discriminant Analyses ◽  
Strengths And Difficulties ◽  
Behavioral Attributes ◽  
And Behavior

The Strengths and Difficulties Questionnaire (SDQ) is a screening instrument that addresses positive and negative behavioral attributes of children and adolescents. Although this questionnaire has been used in Germany to gather information from parents and teachers of preschoolers, few studies exist that verify the validity of the German SDQ for this age. In the present study, teacher ratings were collected for 282 children aged 36 to 60 months (boys = 156; girls = 126). Likewise, teacher ratings were collected with another German checklist for behavior problems and behavior disorders at preschool age (Verhaltensbeurteilungsbogen für Vorschulkinder, VBV 3–6). Moreover, children’s developmental status was assessed. Evaluation included correlation analysis as well as canonical correlation analysis to assess the multivariate relationship between the set of SDQ variables and the set of VBV variables. Discriminant analyses were used to clarify which SDQ variables are useful to differentiate between children with or without developmental delay in a multivariate model. The results of correlation and discriminant analyses underline the validity of the SDQ for preschoolers. According to these results, the German teacher SDQ is recommended as a convenient and valid screening instrument to assess positive and negative behavior of preschool age children.

Why do early mathematics skills predict later reading? The role of mathematical language.

2017 ◽  
Vol 53 (9) ◽  
pp. 1633-1642 ◽  
Author(s):  
David J. Purpura ◽  
Jessica A. R. Logan ◽  
Brenna Hassinger-Das ◽  
Amy R. Napoli
Keyword(s):  
Mathematical Language ◽  
Early Mathematics ◽  
Mathematics Skills

On the validity of the Psychosocial Maturity Scales: Relationship to teacher ratings.

1974 ◽  
Author(s):  
Ruthellen Josselson ◽  
Ellen Greenberger ◽  
Daniel McConochie
Keyword(s):  
Teacher Ratings ◽  
Psychosocial Maturity

Student personality correlates of teacher ratings.

1968 ◽  
Vol 59 (1, Pt.1) ◽  
pp. 44-52 ◽  
Author(s):  
George D. Yonge ◽  
Julius M. Sassenrath
Keyword(s):  
Teacher Ratings ◽  
Personality Correlates

Mathematics Skills and Everyday Problem Solving

2007 ◽  
Author(s):  
Andres A. Gallo ◽  
Christopher K. Johnson
Keyword(s):  
Problem Solving ◽  
Mathematics Skills ◽  
Everyday Problem Solving ◽  
Everyday Problem
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