Constance L Hollinger
Biographic Data
| ID | 6035909 |
|---|---|
| NAME | Constance L Hollinger |
| GIVEN NAMES | Constance L |
| FAMILY NAME | Hollinger |
| SIGNATURE | HOLLINGER C L |
| AFFILIATIONS | Cleveland State University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 1997 |
| H-INDEX | 0 |
Intervention-Based Assessment
Intervention-based assessment, a systematic form of prereferral intervention, represents a viable alternative to “test and place” models for identifying and teaching children with a variety of learning-related problems in schools. Data obtained from 13 schools participating for a third year in a pilot study of statewide implementation of intervention-based assessment suggested that, in comparison to a prior prereferral intervention model, fewer c…
Breaking the Cycle of Violence
To examine differences between a group of battered mothers who followed through with treatment recommended for their children and those who did not, 10 women from each of two comparable women's shelters who followed through with recommended therapy for their children were compared with 10 women from each shelter who did not follow through, in regard to age, years of education, job history, economic status, and prior exposure to therapy. Analysis …
Comparing Scores on the Stanford-Binet, Fourth Edition With the Wisc-R for Exceptional Children
The purpose of the present study was to examine the performance of a sample of 19 exceptional children on both the Stanford-Binet Intelligence Scale, Fourth Edition (Stanford-Binet IV) and the WISC—R. Construct validity studies of the Stanford-Binet IV with the WISC—R have yielded results which provide only partial support for predictions derived from the theoretical model underlying this new measure. The results obtained for the naturally occurr…
The Stanford-Binet, Fourth Edition
The Stanford-Binet, Fourth Edition
The Stanford-Binet, Fourth Edition
To date most studies of construct and concurrent validity of the Stanford-Binet Intelligence Scale, Fourth Edition, have employed an established measure of ability as the criterion. Here achievement, assessed by the Wide Range Achievement Test-Revised and the Peabody Individual Achievement Test, was the criterion for establishing concurrent validity. The sample consisted of a naturally occurring group of 21 children referred for learning difficul…
Comparing Scores on the Stanford-Binet, Fourth Edition with the Wisc-R for Exceptional Children
The purpose of the present study was to examine the performance of a sample of 19 exceptional children on both the Stanford-Binet Intelligence Scale, Fourth Edition (Stanford-Binet IV) and the WISC-R. Construct validity studies of the Stanford-Binet IV with the WISC-R have yielded results which provide only partial support for predictions derived from the theoretical model underlying this new measure. The results obtained for the naturally occurr…
Self-Perceptions of Ability of Mathematically Talented Female Adolescents
Despite their ability, many mathematically talented female adolescents do not aspire to nontraditional careers in mathematics and the sciences. According to the model proposed by Meece, Parsons, Kaczala, Goff, and Futterman (1982), self-concept of math ability is a central mediating variable in predicting long range goals and ultimate achievement in mathematics. The present study tested the hypothesis that, for a sample of 123 mathematically tale…
Social orientation and the social self-esteem of gifted and talented female adolescents
No prominent works on this page.
Self-Perceptions of Ability of Mathematically Talented Female Adolescents
Despite their ability, many mathematically talented female adolescents do not aspire to nontraditional careers in mathematics and the sciences. According to the model proposed by Meece, Parsons, Kaczala, Goff, and Futterman (1982), self-concept of math ability is a central mediating variable in predicting long range goals and ultimate achievement in mathematics. The present study tested the hypothesis that, for a sample of 123 mathematically tale…
Social orientation and the social self-esteem of gifted and talented female adolescents
Comparing Scores on the Stanford-Binet, Fourth Edition With the Wisc-R for Exceptional Children
The purpose of the present study was to examine the performance of a sample of 19 exceptional children on both the Stanford-Binet Intelligence Scale, Fourth Edition (Stanford-Binet IV) and the WISC—R. Construct validity studies of the Stanford-Binet IV with the WISC—R have yielded results which provide only partial support for predictions derived from the theoretical model underlying this new measure. The results obtained for the naturally occurr…
The Stanford-Binet, Fourth Edition
The Stanford-Binet, Fourth Edition
The Stanford-Binet, Fourth Edition
To date most studies of construct and concurrent validity of the Stanford-Binet Intelligence Scale, Fourth Edition, have employed an established measure of ability as the criterion. Here achievement, assessed by the Wide Range Achievement Test-Revised and the Peabody Individual Achievement Test, was the criterion for establishing concurrent validity. The sample consisted of a naturally occurring group of 21 children referred for learning difficul…
Comparing Scores on the Stanford-Binet, Fourth Edition with the Wisc-R for Exceptional Children
The purpose of the present study was to examine the performance of a sample of 19 exceptional children on both the Stanford-Binet Intelligence Scale, Fourth Edition (Stanford-Binet IV) and the WISC-R. Construct validity studies of the Stanford-Binet IV with the WISC-R have yielded results which provide only partial support for predictions derived from the theoretical model underlying this new measure. The results obtained for the naturally occurr…
Breaking the Cycle of Violence
To examine differences between a group of battered mothers who followed through with treatment recommended for their children and those who did not, 10 women from each of two comparable women's shelters who followed through with recommended therapy for their children were compared with 10 women from each shelter who did not follow through, in regard to age, years of education, job history, economic status, and prior exposure to therapy. Analysis …
Intervention-Based Assessment
Intervention-based assessment, a systematic form of prereferral intervention, represents a viable alternative to “test and place” models for identifying and teaching children with a variety of learning-related problems in schools. Data obtained from 13 schools participating for a third year in a pilot study of statewide implementation of intervention-based assessment suggested that, in comparison to a prior prereferral intervention model, fewer c…
Psychology (9 works) · Psychiatry (7 works) · Developmental psychology (6 works) · Cognition (5 works) · Intelligence quotient (5 works) · Psychometrics (5 works) · Stanford–Binet Intelligence Scales (5 works) · Clinical Psychology (4 works) · Clinical Psychology (4 works) · Cognitive Abilities and Testing (4 works)