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Ratings of everyday academic and cog...

Texas A&M University.

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Ratings of everyday academic and cognitive skills in evaluation of school learning and learning problems: Initial scale development and validation.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Ratings of everyday academic and cognitive skills in evaluation of school learning and learning problems: Initial scale development and validation./
作者:	Lamb, Gordon Dale.
面頁冊數:	259 p.
附註:	Adviser: Cecil R. Reynolds.
Contained By:	Dissertation Abstracts International69-10A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3333712
ISBN:	9780549864233

Ratings of everyday academic and cognitive skills in evaluation of school learning and learning problems: Initial scale development and validation.
Lamb, Gordon Dale.

Ratings of everyday academic and cognitive skills in evaluation of school learning and learning problems: Initial scale development and validation. - 259 p.

Adviser: Cecil R. Reynolds.

Thesis (Ph.D.)--Texas A&M University, 2008.

Although research supports the use of measures of typical performance for assessing academic and cognitive skills, there are currently few such measures in existence. Other measures have been used for research purposes, but they are not normed on a large, nationally-representative sample. The Ratings of Everyday Academic and Cognitive Skills (REACS) was created to address the need for a measure of typical academic and cognitive skills. The goal of the REACS is to provide a timely, easy to administer, and comprehensive assessment of a child's typical functioning in various academic and cognitive domains. The purpose for this dissertation was to develop the initial scale and conduct analyses to provide evidence of its reliability and validity.

ISBN: 9780549864233Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Ratings of everyday academic and cognitive skills in evaluation of school learning and learning problems: Initial scale development and validation.
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245 1 0 $a Ratings of everyday academic and cognitive skills in evaluation of school learning and learning problems: Initial scale development and validation.
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500 $a Adviser: Cecil R. Reynolds.
500 $a Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3921.
502 $a Thesis (Ph.D.)--Texas A&M University, 2008.
520 $a Although research supports the use of measures of typical performance for assessing academic and cognitive skills, there are currently few such measures in existence. Other measures have been used for research purposes, but they are not normed on a large, nationally-representative sample. The Ratings of Everyday Academic and Cognitive Skills (REACS) was created to address the need for a measure of typical academic and cognitive skills. The goal of the REACS is to provide a timely, easy to administer, and comprehensive assessment of a child's typical functioning in various academic and cognitive domains. The purpose for this dissertation was to develop the initial scale and conduct analyses to provide evidence of its reliability and validity.
520 $a In an attempt to provide preliminary evidence of the validity of scores from this measure, Parent (n = 142) and Teacher (n = 109) REACS forms were collected for data analysis. A subsample of parents and teachers completed forms to examine interrater and test-retest reliability. A group of children (n = 32) were assessed with measures of academic achievement, cognitive ability, and memory for comparison to the REACS.
520 $a Results generally showed high internal consistency, yet less reliable test-retest and interrater reliability. While the confirmatory factor analysis (CFA) of the parent scale supported a factor structure that approximated the intended structure of the REACS, a better fit was found with a simpler model for the teacher scale. Finally, both the Parent and Teacher REACS forms were found to predict academic achievement better than cognitive ability. The predictive ability of the REACS was enhanced when used in conjunction with a measure of cognitive ability.
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