TITLE

Clarifying the Relationship Between Academic Success and Overt Classroom Behavior

AUTHOR(S)
Swift, Marshall S.; Spivack, George
PUB. DATE
October 1969
SOURCE
Exceptional Children;Oct1969, Vol. 36 Issue 2, p99
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Using the Devereux Elementary School Behavior Rating Scale, a device developed to identify achievement related classroom behaviors in kindergarten through sixth grade, 298 ratings were made of children designated as achievers and underachievers at the fifth grade level. Achievement criteria were subtest scores on a group test and teacher assigned report card marks. The analysis of the relationship between classroom behavior and the achievement criteria indicates that when a child is underachieving, the is evident not only in the grade or test scores be receives but also in his broader functioning in the classroom. In addition to the poor achievement scores they receive, underachievers are clearly different, in terms of maladaptive overt behavior, front their achieving peers. This is particularly true when the achievement criterion is the teacher's judgment of the quality of the child's efforts.
ACCESSION #
19623930

 

Related Articles

  • Report Finds No Lasting Effect For Tennessee Pre-K Program.  // Education Week;11/4/2009, Vol. 29 Issue 10, p5 

    The article discuses a report issued in November 2009 showing that students in Tennessee's prekindergarten program perform better academically through second grade, but that its effectiveness diminishes after that. Supporters say it provides a foundation valuable to at-risk children. The report...

  • Norm Referenced and Criterion Based Measures with Preschoolers. MacTurk, Robert H.; Neisworth, John T. // Exceptional Children;Sep1978, Vol. 45 Issue 1, p34 

    It is becoming increasingly imperative to document child progress within federally funded experimental early education projects. Two major forms of assessment are available: (a) standardized or norm referenced tests, and (b) criterion based measures. Arguments abound concerning the relative...

  • Illinois Schools Adjust to Delays, Mishaps by Test Company. Cavanagh, Sean; Richard, Alan // Education Week;3/22/2006, Vol. 25 Issue 28, p8 

    The article discusses the problem of testing miscues occurring in school districts in Illinois. School districts have scrambled to reschedule test dates and review test materials in response to a series of delays and problems with their statewide assessment. State officials are putting the blame...

  • Improving the Way We Grade Science. Clymer, Jacqueline B.; Wiliam, Dylan // Educational Leadership;Best of 2006-2007, p19 

    The article discusses ways in which a reform of assessment methods can improve learning in the sciences and communication between teachers and students. Studies have found that using formative and summative assessment or assessment for learning can directly effect learning but the author argues...

  • Long-Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics. Keller-Margulis, Milena A.; Shapiro, Edward S.; Hintze, John M. // School Psychology Review;2008, Vol. 37 Issue 3, p374 

    This study examined the relation between benchmark data and rate of growth across the year for reading, math computation, and math concepts and applications curriculum-based measures, and a statewide and large-scale achievement test. Results showed that reading and math benchmarks were...

  • Higher LEAP scores lauded with a caveat.  // New Orleans CityBusiness (1994 to 2008);5/22/2006, Vol. 26 Issue 46, p11 

    The article reports on the improvement in the scores of students during the Louisiana Educational Assessment Program in Louisiana. State education officials have demanded that improved test scores need to be viewed in the context of the student population shift from the hurricanes. They claimed...

  • Good Predictions of Scholastic Success. Travers, Robert M. W. // Education Digest;Dec1949, Vol. 15 Issue 4, p38 

    The article provides some insights into the factors that predict scholastic success and academic achievement. The problem of predicting scholastic success needs to be restated. It is the problem of predicting the extent to which certain educational objectives can be in certain individuals. It is...

  • Item Analysis to Improve Reliability for an Internal Medicine Undergraduate OSCE. Auewarakul, Chirayu; Downing, Steven M.; Praditsuwan, Rungnirand; Jaturatamrong, Uapong // Advances in Health Sciences Education;2005, Vol. 10 Issue 2, p105 

    Utilization of objective structured clinical examinations (OSCEs) for final assessment of medical students in Internal Medicine requires a representative sample of OSCE stations. The reliability and generalizability of OSCE scores provides validity evidence for OSCE scores and supports its...

  • Prediction by Mid-Quarter Marks. Reeder, Charles Wells // Journal of Higher Education;May1932, Vol. 3 Issue 5, p253 

    The article cites a study calculating the correlation between the freshmen's mid-quarter marks and the final marks of the respective autumn quarters, for the first four years of this period. If the basic data for this study are examined for each one of the fifty courses involved, some...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics