Wilson H. Guertin
University of Florida
William M. Fox
University of Florida
Abstract: A shift in the calculated r from .72 to -.18 is illustrated for a problem with N = 50 when the error on a punched card is corrected.
Citation: Guertin, W. H., & Fox, W. M. (1973). The effect of spurious heterogeneity upon correlation. Florida Journal of Educational Research, 15(1), 90-91.
Download: Guertin2.151.pdf (1281 downloads )
Wilson H. Guertin
University of Florida
Thomas J. Moffett
Orange County Schools (Fla.)
Abstract: An instrument to identify gains in academically-important non-cognitive areas demonstrated the value of a compensatory elementary education program.
Citation: Guertin, W. H., & Moffett, T. J. (1973). Identifying non-cognitive gains with the MAGS: a validation study. Florida Journal of Educational Research, 15(1), 53-56.
Download: Guertin.151.pdf (1279 downloads )
H. R. Greene
Florida Atlantic University
Boca Raton, Florida
H. A. Kersey
Florida Atlantic University
Boca Raton, Florida
T. D. Prutsman
Florida Atlantic University
Boca Raton, Florida
Abstract: The entire population of Seminole Indian children at the Big Cypress Reservation school, deep in the Everglades, was administered the Wide Range Achievement Test, the Raven Standard Progressive Matrices, the Draw-a-Person Test, the Bender-Gestalt Test, and speech and hearing examinations. Median achievement in reading, spelling and arithmetic was found to be over one standard deviation below national norms. The older children showed a more serious deficit than the younger group when each group was compared with its respective age norms for reading and spelling, although raw scores on intelligence tests increased steadily with age but remained consistently below norm group medians. The verbal achievement deficit among the older children was attributed to educational and to cultural factors.
Citation: Greene, H. R., Kersey, H. A., & Prutsman, T. D. (1973). A cross-sectional study of intelligence and achievement in a Seminole Indian reservation school. Florida Journal of Educational Research, 15(1), 37-45.
Download: Greene.151.pdf (1223 downloads )
Newell T. Gill
Florida Atlantic University
Robert Messina
Florida Atlantic University
Abstract: This pilot study explored methods and effects of extending a child’s self-awareness. Eighty children from an exceptional education center were given visual self-confrontation experiences for seven months via photography, mirrors, films and video tape playbacks. A comparison of pre-post test results showed an improvement in recognition of self and other self-concept related variables.
Citation: Gill, N. T., & Messina, R. (1973). Visual self-confrontation and the self-concept of the exceptional child. Florida Journal of Educational Research, 15(1), 18-36.
Download: Gill.151.pdf (766 downloads )
John Follman
University of South Florida
Robert Reilly
University of Arkansas
Abstract: The generosity error in grading essay test responses is the bias of assigning too high a grade category. This bias should be reduced by manipulating the nature of the grading categories used.
Fifteen teachers graded 12 themes. The 15 teachers were randomly assigned, five each, to one of three types of rating category procedures. The three procedures were: Conventional (two positive, one neutral, two negative categories); Generosity (three positive, one neutral, one negative category); and Number (5, 4, 3, 2, 1). As expected, the conventional five categories produced a higher score than did the unbalanced five categories recommended by Guilford for offsetting the generosity error.
Citation: Follman, J., & Reilly, R. (1973). Generosity in essay grading. Florida Journal of Educational Research, 15(1), 79-82.
Download: Follman.151-1.pdf (1468 downloads )