Head Start Evaluation and Research Center, the University of Chicago. Report D, the Interaction of Intelligence and Behavior as one Predictor of Early School Achievement in Working Class and Culturally Disadvantaged Head Start Children.

Autor/inn/en	Hess, Robert D.; Shipman, Virginia C.
Institution	Chicago Univ., IL. Head Start Evaluation and Research Center.
Titel	Head Start Evaluation and Research Center, the University of Chicago. Report D, the Interaction of Intelligence and Behavior as one Predictor of Early School Achievement in Working Class and Culturally Disadvantaged Head Start Children.
Quelle	(1967), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Annual Reports; Behavior Patterns; Behavior Rating Scales; Disadvantaged; Factor Analysis; Intelligence; Intelligence Tests; Interaction; Predictive Measurement; Preschool Children; Teacher Evaluation; Preschool Inventory; Stanford Binet Intelligence Scale + Suchen Sie Ihr Suchwort? Schulleistung; Annual report; Tätigkeitsbericht; Faktorenanalyse; Intelligenz; Klugheit; Intelligence test; Intelligenztest; Interaktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teacher appraisal; Lehrerbeurteilung
Abstract	This study seeks to determine the degree to which certain behavioral measures interact with intelligence, whether in a linear or curvilinear fashion, to help one predict academic achievement in Head Start children to a greater degree than would be possible were intelligence test performance alone used as the predictor variable. Children were tested during a summer Head Start program and retested in the fall in a followup study. Of the tests of ability used with the children, the two best predictors of success in the academic tasks in kindergarten was the Preschool Inventory and the Stanford-Binet. The best predictor of socially conforming behavior was the Probable Adaptation rating made by teachers. The behavior and possibilities for future progress of the children were rated at the end of the summer session and during the followup. An initial hypothesis, that differences in behavior level would affect success criteria scores in low IQ children more than it would in high IQ children, was generally not supported. In addition, no striking curvilinear interaction was found between behavior level and intelligence, but the majority of success criteria appear to interact in a linear fashion across behavior areas. (WD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC