MARY K TALLENT-RUNNELS

Datos Biográficos

ID7117868
NOMBREMARY K TALLENT-RUNNELS
NOMBRESMARY K
APELLIDOTALLENT-RUNNELS
FIRMATALLENT-RUNNELS M K
AFILIACIONESTexas Tech University
VERIFICADONo
TOTAL DE OBRAS8
TOTAL DE CITAS2
OBRAS COMO AUTOR8
OBRAS COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN1992
AÑO MÁS RECIENTE DE PUBLICACIÓN2006
ÍNDICE H1

  • Teaching Courses Online

    Open AccessMary K Tallent‐Runnels, MARY K TALLENT-RUNNELS et al.ARTICLEReview of Educational Research2006

    This literature review summarizes research on online teaching and learning. It is organized into four topics: course environment, learners’ outcomes, learners’ characteristics, and institutional and administrative factors. The authors found little consistency of terminology, discovered some conclusive guidelines, and identified developing lines of inquiry. The conclusions overall suggest that most of the studies reviewed were descriptive and expl…

  • Examining the Validity of Scores From an Instrument Designed to Measure Metacognition of Problem Solving

    Ellen A Sigler, Mary K Tallent‐Runnels et al.ARTICLEThe Journal of General Psychology2006Citada por: 2Referencias: 3

    The authors' purpose in this study was to gather evidence on the validity of scores on an instrument designed to evaluate levels of metacognition in problem solving--Swanson's 15-item metacognition questionnaire (1990, 1993). Forty-three participants took part in this study: 21 professors and 22 graduate students from several Western and Midwestern campuses in the fields of psychology and educational psychology. A Kendall Coefficient of concordan…

  • The Learning and Study Strategies Inventory-High School Version

    Open AccessTara Stevens, Mary K Tallent‐Runnels et al.ARTICLEEducational and Psychological…2004

    The purpose of this study was to investigate the latent structure of the Learning and Study Strategies Inventory-HighSchool(LASSI-HS) through confirmatory factor analysis and factorial invariance models. A simple modification of the three-factor structure was considered. Using a larger sample, cross-validation was completed and the equality of factor structures was compared across gender and ethnicity. Participants for the confirmation of the thr…

  • Cross-Cultural Predictors of Teachers’ Attitudes Toward Gifted Education

    Kirsi Tirri, Mary K Tallent‐Runnels et al.ARTICLEGifted and Talented International2004

    This study compared the culture-dependent attitudes of Finnish teachers (N.147) and American teachers (N.160) toward gifted education. The teachers from both countries represented preservice teachers, regular classroom teachers, and teachers of the gifted. Emphasis was on the relationship of attitude to culture from which the teacher came. The relationship of attitude to demographic variables such as age, gender, having a gifted family member, an…

  • A Cross-Cultural Study of Teachers’ Attitudes Toward Gifted Children and Programs for Gifted Children

    Mary K Tallent‐Runnels, MARY K TALLENT-RUNNELS et al.ARTICLEGifted and Talented International2000

    Few cross-cultural studies have focused on attitudes toward gifted children and gifted programs, and few studies regarding these attitudes have induded preservice teachers as part of the sample. This study addressed both of these issues. A sample of 300 teachers that induded regular classroom teachers, preservice teachers, and gifted program teachers from Finland and the United States completed an attitude scale and six demographic questions. The…

  • Reliability and Validity of the Reflective Teaching Instrument

    Open AccessAnn C Candler-Lotven, Mary K Tallent‐Runnels et al.ARTICLEPsychological Reports1995

    Scores from the Reflective Teaching Instrument were examined for reliability and validity. In Study 1, teachers from gifted programs ( n = 32), special education ( n = 26), and regular education ( n = 26) completed the instrument, the Ambiguity of Tolerance Scale, and the Teacher Efficacy Scale. Group 1 teachers scored higher on reflective teaching than the other groups, and internal consistency was .75 to .82; but concurrent validity of the inst…

  • Identifying Hispanic Gifted Children Using the Screening Assessment for Gifted Elementary Students

    Open AccessMary K Tallent‐Runnels, MARY K TALLENT-RUNNELS et al.ARTICLEPsychological Reports1992

    We examined the utility of the Screening Assessment for Gifted Elementary Students (SAGES) for identifying Hispanic gifted students among 162 third through fifth graders, of whom 75% were Anglo-American and 25% Hispanic. Direct discriminant analysis of subscale scores of the SAGES classified 93.2% of the sample as Anglo-American, including 35 of the 41 Hispanic children. This indicated that the subscale scores did not predict group membership. A …

  • Identifying Hispanic Gifted Children Using the Screening Assessment for Gifted Elementary Students

    MARY K TALLENT-RUNNELSARTICLEPsychological Reports1992

    We examined the utility of the Screening Assessment for Gifted Elementary Students (SAGES) for identifying Hispanic gifted students among 162 third through fifth graders, of whom 75% were Anglo-American and 25% Hispanic. Direct discriminant analysis of subscale scores of the SAGES classified 93.2% of the sample as Anglo-American, including 35 of the 41 Hispanic children. This indicated that the subscale scores did not predict group membership. A …