Larry M Bolen
Biographic Data
| ID | 7123928 |
|---|---|
| NAME | Larry M Bolen |
| GIVEN NAMES | Larry M |
| FAMILY NAME | Bolen |
| SIGNATURE | BOLEN L M |
| AFFILIATIONS | East Carolina University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 0 |
Role Function and Job Satisfaction of School Psychologists Practicing in an Expanded Role Model
School psychologists are typically itinerant among multiple schools and often spend up to two-thirds of their time on assessment activities related to students with disabilities and special education programs. School psychologists in delivery of an expanded role service model are assigned to a single school and provide more consultation and intervention services. 97 school psychologists assigned to an expanded role in a single southeastern urban …
Diagnosing Written Language Disabilities Using the Woodcock-Johnson Tests of Educational Achievement—Revised and the Wechsler Individual Achievement Test
The writing portions of the Woodcock-Johnson Tests of Educational Achievement-Revised and the Wechsler Individual Achievement Test are often administered when establishing eligibility for special education services due to learning disabilities. The scores on these measures are typically regarded as equivalent although little is known about how scores on the two measures differ for the same students. Differences of only a few points, however, may …
Response to Biggs' Comments
While we found an error in our means for the achieving approach, other data regarded as unusual seem consistent with the literature in educational systems in USA
Locus of Control and College Students' Approaches to Learning
To predict over-all grade point average (GPA) the relationships among the students' approaches to learning as measured by the Study Process Questionnaire, Scholastic Aptitude Test, class attendance, and GPA were based on responses from 202 undergraduate students (72 men, 125 women, and 5 undefined) enrolled in an introductory psychology course. Analysis indicated that SAT scores correlated positively with over-all GPA. Scores on Achieving Approac…
Factorial Structure of the Study Process Questionnaire
The current study assessed the factorial structure of the Study Process Questionnaire with 532 American university students. The questionnaire, developed in Australia by J. B. Biggs, measures three approaches to learning and studying identified as Surface, Deep, and Achieving. Each approach is comprised of a motive and a strategy subscale. Factor analysis for the American sample supported Biggs' three primary approaches to learning (accounting fo…
No prominent works on this page.
Factorial Structure of the Study Process Questionnaire
The current study assessed the factorial structure of the Study Process Questionnaire with 532 American university students. The questionnaire, developed in Australia by J. B. Biggs, measures three approaches to learning and studying identified as Surface, Deep, and Achieving. Each approach is comprised of a motive and a strategy subscale. Factor analysis for the American sample supported Biggs' three primary approaches to learning (accounting fo…
Locus of Control and College Students' Approaches to Learning
To predict over-all grade point average (GPA) the relationships among the students' approaches to learning as measured by the Study Process Questionnaire, Scholastic Aptitude Test, class attendance, and GPA were based on responses from 202 undergraduate students (72 men, 125 women, and 5 undefined) enrolled in an introductory psychology course. Analysis indicated that SAT scores correlated positively with over-all GPA. Scores on Achieving Approac…
Response to Biggs' Comments
While we found an error in our means for the achieving approach, other data regarded as unusual seem consistent with the literature in educational systems in USA
Diagnosing Written Language Disabilities Using the Woodcock-Johnson Tests of Educational Achievement—Revised and the Wechsler Individual Achievement Test
The writing portions of the Woodcock-Johnson Tests of Educational Achievement-Revised and the Wechsler Individual Achievement Test are often administered when establishing eligibility for special education services due to learning disabilities. The scores on these measures are typically regarded as equivalent although little is known about how scores on the two measures differ for the same students. Differences of only a few points, however, may …
Role Function and Job Satisfaction of School Psychologists Practicing in an Expanded Role Model
School psychologists are typically itinerant among multiple schools and often spend up to two-thirds of their time on assessment activities related to students with disabilities and special education programs. School psychologists in delivery of an expanded role service model are assigned to a single school and provide more consultation and intervention services. 97 school psychologists assigned to an expanded role in a single southeastern urban …
Psychology (5 works) · Clinical Psychology (3 works) · Clinical Psychology (3 works) · Evaluation of Teaching Practices (3 works) · Applied Psychology (2 works) · Applied Psychology (2 works) · Developmental psychology (2 works) · Social Psychology (2 works) · Social Psychology (2 works) · Test (biology (2 works)