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The Effect of Relative Age on Achievement in Middle School.
Peer reviewed Peer reviewed
Hauck, Anne Logan; Finch, A. J., Jr. – Psychology in the Schools, 1993
Examined relationship between relative age and achievement in middle school by investigating standardized mathematics and reading scores for 933 students. Found significant differences among relative age groups in only one area, sixth-grade reading. Found no main effect for gender and no interaction between age and gender in sixth, seventh, or…
Descriptors: Academic Achievement, Age Differences, Intermediate Grades, Junior High Schools
Curriculum-Based Measures of Written Expression for Learning-Disabled and Nondisabled Students.
Peer reviewed Peer reviewed
Watkinson, Jodi T.; Lee, Steven W. – Psychology in the Schools, 1992
Examined differences in written expression between learning-disabled and nondisabled middle school students matched by grade and sex, using eight curriculum-based measures. All of learning-disabled students had been identified as having written language deficits. Nondisabled students showed superior written expression skills, especially on…
Descriptors: Elementary School Students, Intermediate Grades, Junior High Schools, Learning Disabilities
Enhancing Middle-School-Age Students' Knowledge of School Counseling Services.
Peer reviewed Peer reviewed
Hagborg, Winston J. – Psychology in the Schools, 1990
Explored effectiveness of one-session classroom presentations about recently initiated school counseling services with grades five through eight students (N=207). Following presentations all grade levels on average were able to provide four reasons for seeking counseling, offer a definition of counseling, and report two methods of securing an…
Descriptors: Intermediate Grades, Junior High Schools, Knowledge Level, Middle School Students
The Effects of a Rational-Emotive Affective Education Program for High-Risk Middle School Students.
Peer reviewed Peer reviewed
LaConte, Michael A.; And Others – Psychology in the Schools, 1993
Investigated effects of participation in developmentally appropriate affective education program. Middle school students (n=23), identified as high risk for dropping out and also as learning disabled or emotionally disturbed, were assigned to experimental and control conditions. Participants in affective education group met for 15 weeks.…
Descriptors: Academic Achievement, Adolescents, At Risk Persons, Emotional Disturbances