See also AA 501 441.

This article investigates the concept of self-actualization introduced by Abraham Maslow (1954). A summary of Maslow's Needs Hierarchy, along with a description of the characteristics of the self-actualized person, is presented. An analysis of humanistic education reveals it has much to offer as a means of promoting the principles of…

Component scores for the Basic Interest Scales (BIS) and the Occupational Scales (O-S) of the revised Strong Vocational Interest Blank for Women (TW 398) were separately developed and intercorrelated along with standardized composite scores representing each of the eleven Groups of Occupational scales on the profile. The dimensionality of the BIS…

Standard scores on comparable scales of the Strong-Campbell Interest Inventory and the ACT Interest Inventory were intercorrelated to test construct validity of the instruments. Significant correlations were found for the comparable scales demonstrating construct validity for male and female high school students (N=91). (Author)

Three methods of test equating (linear, equipercentile, and item response theory) were investigated with respect to the issue of scale drift. Results indicate that all three models work well in limited settings but that the item response theory approach provided the most stable results overall. (JKS)

This report examines the overlap between student test results on the Iowa Test of Basic Skills (ITBS) and the Washington Assessment of Student Learning (WASL). The two tests were compared and contrasted in terms of content and measurement philosophy, and analyses studied the statistical relationship between the ITBS and the WASL. The ITBS assesses…

The purpose of this study was to examine the effects of an instrumental music pullout program on student achievement. Two hundred and twenty-three students were divided into 2 groups. The first group consisted of 46 instrumental music students in grades 4 and 5. The second group consisted of 177 students who did not participate in the instrumental…

Maryland participated in the State National Assessment of Educational Progress (NAEP) in 1996 and 1998 when samples of approximately 2,500 fourth and eighth graders in 100 schools participated in the testing sessions for mathematics (1996) and reading (1998). This report is an initial attempt to return information to Maryland about the relations…

The results of a creative writing survey among sixth grade disadvantaged pupils indicate that conventional test scores help identify given levels of developed skills, and such skills are related to effective writing. (Author/NL)

Experiments demonstrate that in bilingual subjects, Welsh digits take longer to articulate than their English equivalents, explaining why norms for Welsh children on the digit span test of the Welsh Children's Intelligence Scale are less than those for the same age American children. (Author/KC)

Compares the performance of learning disabled students on the WISC-R and the Tests of Cognitive Abilities from the Woodcock-Johnson Psycho-Educational Battery. This study finds that learning disabled subjects performed more poorly on the Tests of Cognitive Abilities than on the WISC-R. (Author)

Black and White Appalachian children, matched for sex and Full Scale WISC-R IQ scores, were compared on their subtest scores. One finding was that the Black males scored significantly higher than the Whites on Verbal IQ, which contradicts previous observations of poorer Verbal Scale performance by minority subjects. (SJL)

Two groups of preschool children received a ten-week language facilitation program, with one group experiencing parent participation in classes and with language development material at home. Children whose parents were involved made significantly higher gains on the English Picture Vocabulary Test and the Sentence Comprehension Test. (Author/AV)

While a review by S. Graham (1994) found no differences between blacks and whites on measures of need for achievement, this meta-analysis article found reliable and complex race differences. Overall, whites scored higher on measures of need for achievement, although differences nearly disappeared in studies after 1970. Possible explanations are…

S. Graham comments on taking a meta-analytic approach to reviewing race differences in need for achievement, discussing limitations of the methodology. A rejoinder by H. Cooper and N. Dorr supports the utility of meta-analysis in such studies and discusses disadvantages to narrative review. (SLD)