Paula Woehlke
Biographic Data
| ID | 6341066 |
|---|---|
| NAME | Paula Woehlke |
| GIVEN NAMES | Paula |
| FAMILY NAME | Woehlke |
| SIGNATURE | WOEHLKE P |
| AFFILIATIONS | Southern Illinois University Carbondale |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 1995 |
| H-INDEX | 1 |
Use of the Lollipop Test as a Predictor of California Achievement Test Scores in Kindergarten and Transitional First-Grade Status
The Lollipop Test was administered to 161 entering kindergarten students whose scores substantially predicted performance on the California Achievement Test and status as transitional first-grade students
Norms for the Lollipop Test for Children Aged 30 to 65 Months
Statistical Methods Employed in "American Educational Research Journal," "Educational Researcher," and "Review of Educational Research" from 1978 to 1987
Patricia B. Elmore, Paula L. Woehlke, Statistical Methods Employed in "American Educational Research Journal," "Educational Researcher," and "Review of Educational Research" from 1978 to 1987, Educational Researcher, Vol. 17, No. 9 (Dec., 1988), pp. 19-20
Research Note
Comparison of Achievement in Half-Day, Every-Day and All-Day, Alternate-Day Early Childhood Programs for Handicapped Children
Because no report gives comparative performance of preschool handicapped children in all-day, alternate-day or half-day, every-day programs, in the present study the performance of 17 handicapped children from all-day, alternate-day programs was examined and 20 from half-day, every-day programs. Each child was given the McCarthy Scales of Children's Abilities, the Peabody Picture Vocabulary Test—Revised, the California Preschool Social Competency…
Stability of Factorial Validity of the Iiq (Instructional Improvement Questionnaire) Over Three Years
For the years of 1973, 1974, and 1975, the Instructional Improvement Questionnaire (IIQ) was used as the campus-wide teacher and course evaluation instrument at Southern Illinois University at Carbondale. In order to assess the stability of the factors being measured by the instrument, separate factor analyses were run on the 40 questionnaire items for the years of 1973, 1974, and 1975, from which the variables of expected grade by a student, per…
Factorial Validity of the Jungian Type Survey
Analysis of responses of 421 subjects to the Jungian Type Survey indicated strong Introversion/Extraversion and Sensation/Intuition factors and a weak Thinking/Feeling factor. Addition of ten items designed to measure Thinking/Feeling strengthened that factor and yielded a fourth factor, labelled Female/Introversion/Feeling. It is suggested that the JTS be improved by the revision of and addition to items on all scales. While the present study su…
Gender Differences in Performance on Variables Related to Achievement in Graduate-Level Educational Statistics
To assess gender differences in performance in three graduate level courses in educational statistics, responses from students to a question concerning gender, mathematics pre- and posttests, cloze pre- and posttests, and final exams in statistics were analyzed. Males performed slightly better on the mathematics pretest. When gender and mathematics and cloze pretests were used in multiple regression analyses to predict final examination performan…
Stability of Factorial Validity of the Iiq (Instructional Improvement Questionnaire) Over Three Years
For the years of 1973, 1974, and 1975, the Instructional Improvement Questionnaire (IIQ) was used as the campus-wide teacher and course evaluation instrument at Southern Illinois University at Carbondale. In order to assess the stability of the factors being measured by the instrument, separate factor analyses were run on the 40 questionnaire items for the years of 1973, 1974, and 1975, from which the variables of expected grade by a student, per…
Factorial Validity of the Jungian Type Survey
Analysis of responses of 421 subjects to the Jungian Type Survey indicated strong Introversion/Extraversion and Sensation/Intuition factors and a weak Thinking/Feeling factor. Addition of ten items designed to measure Thinking/Feeling strengthened that factor and yielded a fourth factor, labelled Female/Introversion/Feeling. It is suggested that the JTS be improved by the revision of and addition to items on all scales. While the present study su…
Gender Differences in Performance on Variables Related to Achievement in Graduate-Level Educational Statistics
To assess gender differences in performance in three graduate level courses in educational statistics, responses from students to a question concerning gender, mathematics pre- and posttests, cloze pre- and posttests, and final exams in statistics were analyzed. Males performed slightly better on the mathematics pretest. When gender and mathematics and cloze pretests were used in multiple regression analyses to predict final examination performan…
Comparison of Achievement in Half-Day, Every-Day and All-Day, Alternate-Day Early Childhood Programs for Handicapped Children
Because no report gives comparative performance of preschool handicapped children in all-day, alternate-day or half-day, every-day programs, in the present study the performance of 17 handicapped children from all-day, alternate-day programs was examined and 20 from half-day, every-day programs. Each child was given the McCarthy Scales of Children's Abilities, the Peabody Picture Vocabulary Test—Revised, the California Preschool Social Competency…
Norms for the Lollipop Test for Children Aged 30 to 65 Months
Statistical Methods Employed in "American Educational Research Journal," "Educational Researcher," and "Review of Educational Research" from 1978 to 1987
Patricia B. Elmore, Paula L. Woehlke, Statistical Methods Employed in "American Educational Research Journal," "Educational Researcher," and "Review of Educational Research" from 1978 to 1987, Educational Researcher, Vol. 17, No. 9 (Dec., 1988), pp. 19-20
Research Note
Use of the Lollipop Test as a Predictor of California Achievement Test Scores in Kindergarten and Transitional First-Grade Status
The Lollipop Test was administered to 161 entering kindergarten students whose scores substantially predicted performance on the California Achievement Test and status as transitional first-grade students
Psychology (8 works) · Mathematics education (5 works) · Developmental psychology (4 works) · Test (biology (4 works) · School Choice and Performance (3 works) · Statistics (3 works) · Early Childhood Education and Development (2 works) · Educational research (2 works) · Mathematics (2 works) · Pedagogy (2 works)