Intelligence, Achievement, Self-Concepts, and Attitudes Among 1216 Typical Sixth- and Seventh-Grade Students in Fourteen North Carolina Public Schools: Preliminary Results of a Study Conducted January 1970.

Sonst. Personen	Godfrey, Ernestine (Hrsg.)
Institution	North Carolina Advancement School, Winston-Salem.
Titel	Intelligence, Achievement, Self-Concepts, and Attitudes Among 1216 Typical Sixth- and Seventh-Grade Students in Fourteen North Carolina Public Schools: Preliminary Results of a Study Conducted January 1970.
Quelle	(1970), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Boarding Schools; Disadvantaged Youth; Educationally Disadvantaged; Experimental Schools; Intelligence; Intelligence Tests; Junior High School Students; Low Achievement; Program Evaluation; Psychological Testing; Residential Schools; Self Concept; Student Attitudes; Student Motivation; Underachievement; North Carolina (Winston Salem) + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Boarding school; Internat; Benachteiligter Jugendlicher; Pilot school; Model school; Modellschule; Intelligenz; Klugheit; Intelligence test; Intelligenztest; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Unterdurchschnittliche Leistung; Programme evaluation; Programmevaluation; Psychological test; psychological tests; Psychological examination; Psychologischer Test; Heimschule; Selbstkonzept; Schülerverhalten; Schulische Motivation; Performance deficiency; Leistungsschwäche
Abstract	The basic approach of the North Carolina Advancement School has been based on the belief that psychological and attitudinal factors of underachievement must be treated before students can achieve academically; the School's program, therefore, centers around improving the students' self concept, attitudes, and responsibility for learning. With boys from grades four through eight, this approach has been implemented with positive results. To obtain state-wide norms on attitudes, self concept, responsibility for learning, and intelligence and achievement, the School, with the cooperation of selected public schools, tested a total of 1,216 students. The data collected are in the process of being further analyzed; however, some preliminary comparisons on attitudes indicate that the Advancement School program has effected changes toward the norm. For related reports, see UD 011 077 - 081. (Author/JW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC