Motion-Picture Screening Device for the Identification of Perceptual Disabilities

1974 ◽  
Vol 39 (1) ◽  
pp. 347-352 ◽  
Author(s):  
Michael E. Rohr ◽  
Jerry B. Ayers
Keyword(s):  
Motion Picture ◽  
Test Scores ◽  
Screening Test ◽  
Fourth Grade ◽  
Minimal Cost ◽  
Perceptual Development ◽  
Group Situation ◽  
Screening Device

The purpose of this study was to determine the validity of the Purdue Motion Picture Screening Test for the identification of perceptual disabilities in 360 rural Appalachian fourth grade children. Results indicated that test scores are related to achievement, and children scoring in the bottom 5% exhibited deficiencies in perceptual development. The test can be easily administered in a group situation at minimal cost.

Evaluation of Two Instrumental Procedures for Use with Embedded-Figures Subtest of Purdue Motion-Picture Screening Test

1976 ◽  
Vol 42 (1) ◽  
pp. 133-134 ◽  
Author(s):  
Jerry B. Ayers ◽  
Michael E. Rohr
Keyword(s):  
Reading Achievement ◽  
Motion Picture ◽  
Test Scores ◽  
Screening Test ◽  
Achievement Test ◽  
Second Grade ◽  
Embedded Figures ◽  
Total Performance ◽  
Materials Used ◽  
Screening Device

The purpose of this study was to determine if modification of the materials used by young Ss in responding affected their performance on a motion picture screening device. Modification of the modes of measuring responses increased the total performance of 24 kindergarten Ss; however, there appeared to be little relationship with standardized reading achievement test scores for first and second grade Ss. The approaches used appeared applicable with kindergarten Ss.

Duration of Stimulus Presentation and Screening for Perceptual Disabilities

1975 ◽  
Vol 40 (1) ◽  
pp. 49-50 ◽  
Author(s):  
Michael E. Rohr ◽  
Jerry B. Ayers
Keyword(s):  
Special Education ◽  
Motion Picture ◽  
Stimulus Presentation ◽  
Fourth Grade ◽  
Presentation Time ◽  
Total Performance ◽  
Screening Device

This study examined the effects of increasing the stimulus-presentation time of a motion picture test for identifying perceptual disabilities in the performance of Ss in regular first and fourth grade classrooms and on a sample of Ss in special education classes who had been identified as having varying degrees of perceptual deficiencies. The length of stimulus presentation increased the total performance of Ss on the motion picture test but did not add to the value of the instrument as a screening device.

Mixed Handedness and Achievement Test Scores of Middle School Boys

2008 ◽  
Vol 107 (2) ◽  
pp. 497-506
Author(s):  
P. S. B. Sarma
Keyword(s):  
Middle School ◽  
At Risk ◽  
Test Scores ◽  
Fourth Grade ◽  
Achievement Test ◽  
Normal Curve ◽  
Left Hand ◽  
Left Handed ◽  
Academic Deficits ◽  
The Right

The purpose of the study was to replicate findings of an earlier study of fourth grade boys manifesting mixed handedness with a sample. Among 32 mixed-handed boys in Grades 6 to 8, the right-handed writer, left-handed thrower group obtained low spelling scores (Normal Curve Equivalent Scores) on the California Achievement Test significantly more frequently than the left-handed writer, right-handed thrower group. These findings are consistent with data for Grade 4 boys in the earlier study. Findings strengthen the hypotheses that mixed handedness is not a unitary neuropsychological entity and that boys who write with the right hand and throw with the left hand might be at risk for certain academic deficits.

scholarly journals Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them

1993 ◽  
Vol 25 (1) ◽  
pp. 69-95 ◽  
Author(s):  
Samuel D. Miller ◽  
Treana Adkins ◽  
Mary Louise Hooper
Keyword(s):  
School Improvement ◽  
Elementary Teachers ◽  
Language Arts ◽  
Student Learning ◽  
Test Scores ◽  
Fourth Grade ◽  
Achievement Test ◽  
Extrinsic Rewards ◽  
Language Arts Instruction ◽  
Student Interviews

This study evaluated the literacy assignments elementary teachers use in their reading and language arts instruction, the reasons why they use a particular assignment, and how students react to different assignments. The project was initiated by teachers (three third-grade and three fourth-grade) and their principal because they believed students failed to see how various reading and language arts skills were related to one another, had difficulties applying such skills whenever they had to read or write lengthy prose, and did not want to complete assignments unless they received extrinsic rewards. Furthermore, teachers said teaching was no longer as satisfying as it had been in previous years. To evaluate their concerns we examined whether their literacy assignments included those characteristics that foster student learning and motivation and we interviewed the teachers and principal about why they believed teaching was no longer as satisfying as it had once been. Interviews indicated that teachers and the principal believed accountability pressures to increase standardized achievement test scores strongly influenced their school's reading and language arts instruction. Teachers said they attempted to raise students' scores by emphasizing the standardized achievement test skills. To maximize skill coverage, teachers said they avoided literacy assignments that required the reading of lengthy texts, sophisticated writing, and lengthy discussions. Evaluations of their literacy assignments confirmed their statements; students seldom completed classwork which required sophisticated writing or reading. Student interviews showed that they were bored with these assignments or did them because they expected extrinsic rewards. Whenever they completed a more complex literacy assignment (i.e., those that required the writing of single or multiple sentences or paragraphs), students said they were challenged and enjoyed learning for learning's sake. Discussion focuses on the implications of these findings for school improvement studies and students' learning and motivation.

COMPARISONS OF MASTITIS SCREENING TEST RESULTS FROM QUARTER, BUCKET AND BULK MILK SAMPLES1,2

1967 ◽  
Vol 30 (1) ◽  
pp. 7-12 ◽  
Author(s):  
D. S. Postle
Keyword(s):  
Test Scores ◽  
Screening Test ◽  
Dairy Farms ◽  
Screening Tests ◽  
Test Results ◽  
Milk Samples ◽  
Bulk Milk ◽  
Leukocyte Counts ◽  
Bulk Tank ◽  
One Year

Summary Milk from four dairy farms in southern Wisconsin was examined over a period of one year in a study that was undertaken: (a) to determine the agreement between results of mastitis screening tests when applied to bulk, bucket and quarter milk samples; (b) to determine the relative efficiencies of five mastitis screening tests using direct microscopic leukocyte counts as a standard, and (c) to examine the quality, as determined by leukocyte content and screening test results, of the milk from all quarters contributing to the bulk tank on each farm. Most screening tests examined, when applied to quarter milk samples, gave a higher correlation with direct microscopic leukocyte counts than when applied to either bucket or bulk milk samples. Similarly, efficiency ratings of screening tests applied to quarter samples were higher than those for the same tests applied to bulk samples. Three of the four farms examined maintained bulk tank milk screening test scores that failed to suggest the presence of milk from a substantial number of quarters that were shedding abnormal numbers of leukocytes.

scholarly journals The Effect of the National Wildlife Federation's Schoolyard Habitat Program on Fourth Grade Students' Standardized Test Scores

2008 ◽  
Vol 18 (3) ◽  
pp. 356-360 ◽  
Author(s):  
P.E. Danforth ◽  
T.M. Waliczek ◽  
S.M. Macey ◽  
J.M. Zajicek
Keyword(s):  
Test Scores ◽  
Standardized Test ◽  
Fourth Grade ◽  
Reading Scores ◽  
Standardized Test Scores ◽  
Control Group ◽  
Traditional Curriculum ◽  
School Students ◽  
Math Scores ◽  
Fourth Grade Students

The purpose of this study was to determine if participation in the National Wildlife Federation's Schoolyard Habitat Program (SYHP) had an effect on the standardized test scores of fourth grade primary school students in Houston, Texas. To conduct the study, three pairs of Houston elementary schools were matched by student demographics of ethnicity and economics. The treatment group included a total of 306 fourth grade students whose teachers were using the SYHP. The control group consisted of a total of 108 fourth grade students whose teachers used a more traditional curriculum. To measure academic achievement, changes in standardized test scores (Texas Assessment of Knowledge and Skills) were compared between students' third grade data and their fourth grade data. Results showed that those students participating in the SYHP had significantly increased math scores when compared with peers in schools that were taught using a more traditional curriculum. However, overall, few differences were found in comparisons of reading scores of those students taught with SYHP and those taught using a more traditional curriculum.

scholarly journals Virtual microscopy in cytotechnology education: Application of knowledge from virtual to glass

CytoJournal ◽  
2012 ◽  
Vol 9 ◽  
pp. 12 ◽  
Author(s):  
Amber D Donnelly ◽  
Maheswari S Mukherjee ◽  
Elizabeth R Lyden ◽  
Stanley J Radio
Keyword(s):  
Test Scores ◽  
Screening Test ◽  
Online Survey ◽  
Digital Images ◽  
Virtual Microscopy ◽  
Needle Aspiration ◽  
Glass Slide ◽  
Cellular Morphology ◽  
Teaching Tool ◽  
Glass Slides

Background:Virtual microscopy (VM) is a technology in which the glass slides are converted into digital images. The main objective of this study is to determine if cellular morphology, learned through virtual microscopy, can be applied to glass slide screening.Materials and Methods:A total of 142 glass slides (61 teaching and 81 practice) of breast, thyroid, and lymph node fine needle aspiration body sites were scanned with a single focal plane (at 40X) using iScanCoreo Au (Ventana, Tuscan, AZ, USA, formerly known as BioImagene, California, USA). Six students including one distant student used these digital images to learn cellular morphology and conduct daily screening. Subsequently, all the students were tested on 10 glass slides using light microscopy (LM). At the end of the study, the students were asked to respond to an online survey on their virtual microscopy experience. The glass slide screening test scores of the participating students who were taught through VM and tested on glass slides (VMLM group) were compared with the last three classes of students who were taught through LM and tested on glass slides (LMLM group).Results:A non-parametric statistical analysis indicated no difference (P= 0.20) in the glass screening test scores between VMLM (median = 93.5) and LMLM groups (median = 87). The survey indicated that the annotated teaching slides and access to the VM, off campus, were well appreciated by the students.Conclusions:Although the students preferred LM, they were able to apply the cytological criteria learned through VM to glass slide screening. Overall, VM was considered a great teaching tool.

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