Tests in Education
Tests in Education

Author: Philip Levy

Publisher: Academic Press

Published: 2014-05-19

Total Pages: 749

ISBN-13: 1483162109

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Tests in Education: A Book of Critical Reviews is a collection of reviews of tests used in education. Topics covered by the reviews include early development, language, mathematics, composite attainments, general abilities, and personality and counseling. In the introduction, the tests reviewed, their range, and their accessibility and availability are discussed, along with the issues taken into account by the reviewers in the preparation of their reviews. Some of the desiderata for published tests are considered and the principles and issues frequently referred to by the reviewers are highlighted. The next section is devoted to the test reviews, which cover early development, language, mathematics, composite attainments, general abilities, and personality and counseling. The final chapter focuses on a number of other reviews for tests such as the Comprehension Test for College of Education Students, Garnett College Test, Maitland Graves Design Judgement Test, The Meier Art Tests, Modern Language Aptitude Test, Seashore Measure of Musical Talents, and Wing Standardized Tests of Musical Intelligence. This monograph will be of value to a wide range of professionals, including teachers, higher administrative staff and educational advisers, educational psychologists, medical officers, speech therapists, pediatricians, psychiatrists, and social workers.

The Psychological Assessment of Reading
The Psychological Assessment of Reading

Author: John Beech

Publisher: Routledge

Published: 2021-12-17

Total Pages: 376

ISBN-13: 1000446026

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A useful guide to best practice including reviews of the latest and most helpful tests available. In Part One, contributors discuss the theory of reading assessment including issues such as screening, legal aspects, memory and visual problems, computer based assessment and the dyslexias. Part Two contains the review section where experts give comprehensive reviews of named tests.

Baseline Assessment
Baseline Assessment

Author: Geoff Lindsay

Publisher: Routledge

Published: 2013-11-26

Total Pages: 161

ISBN-13: 1134100264

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First Published in 1998. Baseline assessment will be compulsory from September 1998. Enshrined in the Education Act 1997, and subject to cross party support, baseline assessment has high popularity - at least in principle. This book reviews these different elements and purposes, and their implications for practice. The authors review the educational, psychological and psychometric factors which are relevant to developing baseline assessment and consider the socio-political context in which these initiatives are occurring.

Routledge Library Editions: Special Educational Needs
Routledge Library Editions: Special Educational Needs

Author: Various

Publisher: Routledge

Published: 2021-07-29

Total Pages: 13287

ISBN-13: 0429886608

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This set of 62 volumes, originally published between 1951 and 1999, amalgamates a wide breadth of literature on Special Educational Needs, with a particular focus on inclusivity, class management and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of Education and those undertaking teaching qualifications.

Handbook of Prevention
Handbook of Prevention

Author: Barry A. Edelstein

Publisher: Springer Science & Business Media

Published: 2012-12-06

Total Pages: 686

ISBN-13: 1468450441

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Americans are "healing themselves" (Heckler, 1985) and prevention has taken root (McGinnis, 1985a). We are altering our lifestyle to reduce physical and mental health risks. Perhaps as important is the fact that the science of prevention is beginning to catch up with the practices of prevention, although some might argue that the popularity of these practices far outstrips sound theoretical and empirical foundations. The chapter authors in this volume examine the theoretical and empirical foundations of many current prevention practices and, where data exist, discuss the status of prevention efforts. Where substantial prevention is not yet on the horizon, the authors attempt to point us in the right direction or at least share with the reader some of the risk factors that should be addressed in our research. We hope that readers will be stimulated to discuss the issues raised, advance the current research, and, where possible, adopt the prevention and health promotion strategies that are supported by sound theoretical and empirical work. This volume can in no way be comprehensive with respect to the current work in prevention; however, we hope that we have provided a sampling of prevention activities and issues that appear together in one volume for perhaps the first time. The primary intent of this volume is modest, and the reader should not attempt to find continuity among the various chapters. The only binding among these contributions is their focus on prevention.

Handbook of Educational Psychology and Students with Special Needs
Handbook of Educational Psychology and Students with Special Needs

Author: Andrew J. Martin

Publisher: Routledge

Published: 2020-02-18

Total Pages: 776

ISBN-13: 1351586742

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Handbook of Educational Psychology and Students with Special Needs provides educational and psychological researchers, practitioners, policy-makers, and graduate students with critical expertise on the factors and processes relevant to learning for students with special needs. This includes students with attention-deficit/hyperactivity disorder, other executive function difficulties, behavior and emotional disorders, autism spectrum disorder, intellectual disabilities, learning disabilities, dyslexia, language and communication difficulties, physical and sensory disabilities, and more. With the bulk of educational psychology focused on "mainstream" or "typically developing" learners, relatively little educational psychology theory, research, measurement, or practice has attended to students with "special needs." As clearly demonstrated in this book, the factors and processes studied within educational psychology—motivation and engagement, cognition and neuroscience, social-emotional development, instruction, home and school environments, and more—are vital to all learners, especially those at risk or disabled. Integrating guidance from the DSM-5 by the American Psychiatric Association and the International Classification of Diseases (ICD-10) by the World Health Organization, this book synthesizes and builds on existing interdisciplinary research to establish a comprehensive case for effective psycho-educational theory, research, and practice that address learners with special needs. Twenty-seven chapters by experts in the field are structured into three parts on diverse special needs categories, perspectives from major educational psychology theories, and constructs relevant to special needs learning, development, and knowledge building.

Schools, Classrooms, and Pupils
Schools, Classrooms, and Pupils

Author: Stephen W. Raudenbush

Publisher: Academic Press

Published: 2014-05-10

Total Pages: 275

ISBN-13: 148321981X

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Schools, Classrooms, and Pupils: International Studies of Schooling from a Multilevel Perspective examines "multilevel" or "hierarchical" linear models of research on schooling and the statistical and computational issues that arise in applying them. Some of the likely benefits of using multilevel methods to study schools and classrooms are also discussed, including the increased credibility of the statistical findings. Comprised of 15 chapters, this book begins by considering how the explicit modeling of the organizational structure of schooling creates new opportunities for research. After presenting a basic guide to the techniques of multilevel modeling, the effect of school, class, and individual variables on science achievement in Israeli elementary schools is analyzed using a two-level hierarchical model, with emphasis on reform in the science curriculum which began in the early 1970s. Subsequent chapters focus on the use of multilevel models to link educational progress with curriculum coverage; trends in attainment in Scottish secondary schools; the technical and vocational education initiative in Britain; and sex discrimination in teachers' salary. This monograph should be of considerable interest to students, teachers, school administrators, researchers, and educational policymakers.