The Personality Inventory for Children (PIC) was compared with measures of cognitive functioning (e.g., WISC-R) and classroom behavior (e.g., WPBIC). The results demonstrated that the PIC can identify salient personality and cognitive features of learning-disabled, emotionally disturbed, and intellectually handicapped children. Furthermore, correlations between the PIC profile scales and the WISC-R showed that the majority of significant correlations clustered around PIC scales intended to identify cognitive deficits, whereas significant correlations with the WPBIC were with PIC scales intended to identify disruptive, acting-out behavior. These relationships provide support for both the construct validity and diagnostic potential of the PIC with children referred for special education services.
Of 671 teachers of Grades 4 to 6 in Florida 320 rated 118 statements of knowledge and skills on their importance for certification and also for career achievement. Of 45 statements rated differently the areas of curriculum and instruction, tests and measures, and professionalism were rated as more important for career achievement.
As part of a job analysis of teaching conducted for the validation of a battery of initial certification subject area tests, 320 practicing Florida elementary teachers rated statements of teacher knowledge and skill for their importance in certification. A factor analysis of these ratings revealed a correlated configuration of factors: general knowledge and skills of teaching; subject-specific knowledge; theory of curriculum, pedagogy, and psychology; applied educational diagnosis and the maximization of achievement; and the professionalism of teaching. The factor structure obtained from the teachers' ratings was conceptually similar to the test blueprint produced by the examination development committee.
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