Max Weiner
Biographic Data
| ID | 5537132 |
|---|---|
| NAME | Max Weiner |
| GIVEN NAMES | Max |
| FAMILY NAME | Weiner |
| SIGNATURE | WEINER M |
| AFFILIATIONS | Fordham University |
| ORCID | 0000-0002-8232-6877 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1961 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Virtue Discounting
Performing prosociality in public presents a paradox: only by doing so can people demonstrate their virtue and also influence others through their example, yet observers may derogate actors’ behavior as mere “virtue signaling.” Here we investigate the role of observability of actors’ behavior as one reason that people engage in such “virtue discounting.” Further, we investigate observers’ motivational inferences as a mechanism of this effect, usi…
Superintendents’ Dialogue in a Professional Development Model
The complexity of political, economic, and social challenges in large urban districts weighs heavily on the professional and personal lives of urban superintendents and may contribute to the difficulty of attracting able leaders to these districts. The Fordham University/New York City Superintendents’Network since 1995 has provided a forum for the approximately 46 practicing community and high school superintendents in New York City whereby super…
The Urban Environment and Its Impact on Primary Care
From the Department of Family Practice, State University of New York, Health Sciences Center at Brooklyn, Brooklyn, New York †From the Graduate School of Education, Fordham University, New York, New York
The Relationship of the California Achievement Test to the Degrees of Reading Power Test
The California Achievement Test (CAT) and Degrees of Reading Power (DRP) tests were administered to 28,000 students in 1981 and 33,000 students in 1982 in seven different grades to determine the relationship between the two instruments as measures of reading. The correlation between the tests ranged from .77 to .86. It was concluded that even though the publishers of both tests have maintained that their tests measured different aspects of readin…
Dissimilarities in Grade-Equivalent Scores on Different Standardized Tests of Achievement
Five standardized tests of reading achievement were administered to community college freshmen. Each student took two different tests on two consecutive days. Grade-equivalent scores earned on tests were compared. Differences were found between tests based on the number of students who reached the criterion score of grade-equivalent 11 or 12. These differences would pose a threat to the criterion-related validity of the scores when they are used …
Validity of Awarding College Credit by Examination in Mathematics and English
The present study was concerned with the validity of the College-Level Examination Program General Examinations (CLEP) in Mathematics and English Composition. The two-fold purpose of the study was to provide an estimate of the number of credit hours likely to be earned if students took CLEP as well as to examine the interrelationships among the two previously mentioned subtests from CLEP, an end-of-year achievement test in Mathematics, and a prio…
Interrelationships Among Sat, Clep, High School and Junior High School Achievement Tests, and High School Average
A Fourth Validation of a Reading Prognosis Test for Children of Varying Socio-Economic Status
Validation Studies of a Reading Prognosis Test for Children of Lower and Middle Socio-Economic Status
Note on the Equivalence of Alternate Forms of an Achievement Test
THE validity of comparisons of test results, when alternate forms have been used in the testings compared, depends on the equivalence of the forms. Equivalence is generally taken for granted because test publishers give assurance, based on studies which they conduct, that the several forms they market meet satisfactory standards in this respect. What the test user is not told, and seldom discovers, is that for a particular population of students …
No prominent works on this page.
Note on the Equivalence of Alternate Forms of an Achievement Test
THE validity of comparisons of test results, when alternate forms have been used in the testings compared, depends on the equivalence of the forms. Equivalence is generally taken for granted because test publishers give assurance, based on studies which they conduct, that the several forms they market meet satisfactory standards in this respect. What the test user is not told, and seldom discovers, is that for a particular population of students …
Validation Studies of a Reading Prognosis Test for Children of Lower and Middle Socio-Economic Status
A Fourth Validation of a Reading Prognosis Test for Children of Varying Socio-Economic Status
Interrelationships Among Sat, Clep, High School and Junior High School Achievement Tests, and High School Average
Validity of Awarding College Credit by Examination in Mathematics and English
The present study was concerned with the validity of the College-Level Examination Program General Examinations (CLEP) in Mathematics and English Composition. The two-fold purpose of the study was to provide an estimate of the number of credit hours likely to be earned if students took CLEP as well as to examine the interrelationships among the two previously mentioned subtests from CLEP, an end-of-year achievement test in Mathematics, and a prio…
Dissimilarities in Grade-Equivalent Scores on Different Standardized Tests of Achievement
Five standardized tests of reading achievement were administered to community college freshmen. Each student took two different tests on two consecutive days. Grade-equivalent scores earned on tests were compared. Differences were found between tests based on the number of students who reached the criterion score of grade-equivalent 11 or 12. These differences would pose a threat to the criterion-related validity of the scores when they are used …
The Relationship of the California Achievement Test to the Degrees of Reading Power Test
The California Achievement Test (CAT) and Degrees of Reading Power (DRP) tests were administered to 28,000 students in 1981 and 33,000 students in 1982 in seven different grades to determine the relationship between the two instruments as measures of reading. The correlation between the tests ranged from .77 to .86. It was concluded that even though the publishers of both tests have maintained that their tests measured different aspects of readin…
The Urban Environment and Its Impact on Primary Care
From the Department of Family Practice, State University of New York, Health Sciences Center at Brooklyn, Brooklyn, New York †From the Graduate School of Education, Fordham University, New York, New York
Superintendents’ Dialogue in a Professional Development Model
The complexity of political, economic, and social challenges in large urban districts weighs heavily on the professional and personal lives of urban superintendents and may contribute to the difficulty of attracting able leaders to these districts. The Fordham University/New York City Superintendents’Network since 1995 has provided a forum for the approximately 46 practicing community and high school superintendents in New York City whereby super…
Virtue Discounting
Performing prosociality in public presents a paradox: only by doing so can people demonstrate their virtue and also influence others through their example, yet observers may derogate actors’ behavior as mere “virtue signaling.” Here we investigate the role of observability of actors’ behavior as one reason that people engage in such “virtue discounting.” Further, we investigate observers’ motivational inferences as a mechanism of this effect, usi…
Psychology (8 works) · Mathematics (7 works) · Test (biology) (6 works) · Achievement test (5 works) · Mathematics education (5 works) · Sociology (5 works) · Standardized test (5 works) · Statistics (5 works) · Developmental psychology (3 works) · Linguistics (3 works)