A fourth grade of a predominantly white, rural New England school (N = 95) was given a 40-item situational trust scale which attempted to measure father, mother, peer, and teacher trust. The teachers of the four classes were asked to complete a 5-point rating scale devised to measure trustworthiness, trust, security, and dependability of their students. In addition, data were obtained on intelligence scores devised from a prior school testing. Two hypotheses were formulated: (a) The teacher subscale of the Imber Children's Trust Scale would be significantly correlated with classroom achievement, and (6) the Teacher Trust Rating Scale would be significantly correlated with classroom achievement. The results confirmed the above hypotheses. Neither the Imber Children's Trust Scale nor the Teacher Trust Rating Scale was significantly related to intelligence scores.
An independent educational evaluation (IEE) provides parents with an opportunity to obtain alternative sources of information concerning the present levels of performance of their children. Although Congress guaranteed this procedural safeguard for parents in 1975 (P. L. No. 94–142), there have been several alterations of these regulations during the past 25 years. Primary areas of concern include: (a) What is an appropriate evaluation? (b) What are the circumstances in which a public agency must pay for an IEE? and (c) What is the timeline to which local educational agencies (LEAs) and parents must adhere? IDEA ′97 included modifications of previous federal regulations on IEEs. This article explores these alterations through a review of administrative decisions, court cases, state regulations, and U.S. Department of Education policy and opinion letters.
This study explores the effects of Redl's Life Space Interview on academic and social behavior of residentially placed adolescent behaviorally disordered students. Eight boys with diverse maladaptive target behaviors were selected as subjects for this study. Baseline data was collected for each subject's target behavior as well as his academic performance in reading and mathematics. Clinical exploitation of life events served as the experimental intervention for six of the eight adolescents, while two of the students were utilized as a control measure. The results of this study clearly supported the use of the interview technique with these behaviorally disordered adolescents. Also discussed are the limitations of this study as well as implications for the use of the Life Space Interview in a variety of classroom settings.
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