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Testing Children's Development from Birth to School Age (Routledge Library Editions: Early Years)
by Charlotte Buehler Hildegard HetzerOriginally published in 1935, Testing Children's Development from Birth to School Age highlighted the greatly increased interest in measuring the development of pre-school children by other means than the older, inadequate "intelligence tests". In the early part of the twentieth century the work done at the Psychological Institute of the University of Vienna under the general direction of Dr Karl Buehler had become favourably known throughout Europe and the United States. This was also especially true of the studies in child psychology directed by the authors Dr Charlotte Buehler and her one-time assistant, Dr Hildegard Hetzer. The book contains developmental tests for the first six years of life; techniques for testing small children; information on the construction of tests and the evaluation their results. Today it can be read and enjoyed in its historical context.
Testing Children's Development from Birth to School Age (Routledge Library Editions: Early Years)
by Charlotte Buehler Hildegard HetzerOriginally published in 1935, Testing Children's Development from Birth to School Age highlighted the greatly increased interest in measuring the development of pre-school children by other means than the older, inadequate "intelligence tests". In the early part of the twentieth century the work done at the Psychological Institute of the University of Vienna under the general direction of Dr Karl Buehler had become favourably known throughout Europe and the United States. This was also especially true of the studies in child psychology directed by the authors Dr Charlotte Buehler and her one-time assistant, Dr Hildegard Hetzer. The book contains developmental tests for the first six years of life; techniques for testing small children; information on the construction of tests and the evaluation their results. Today it can be read and enjoyed in its historical context.
Testing Second Language Speaking
by Glenn FulcherThe testing and assessment of second language learners is an essential part of the language learning process. Glenn Fulcher's Testing Second Language Speaking is a state-of-the-art volume that considers the assessment of speaking from historical, theoretical and practical perspectives.The book offers the first systematic, comprehensive and up-to-date treatment of the testing of second language speaking. Written in a clear and accessible manner, it covers: Explanations of the process of test design Costing test design projects How to put the test into practice Evaluation of speaking tests Task types for testing speaking Testing learners with disabilities It also contains a wealth of examples, including task types that are commonly used in speaking tests, approaches to researching speaking tests and specific methodologies that teachers, students and test developers may use in their own projects. Successfully integrating practice and theory, this book demystifies the process of testing speaking and provides a thorough treatment of the key ethical and technical issues in speaking evaluation.
Testing Second Language Speaking
by Glenn FulcherThe testing and assessment of second language learners is an essential part of the language learning process. Glenn Fulcher's Testing Second Language Speaking is a state-of-the-art volume that considers the assessment of speaking from historical, theoretical and practical perspectives.The book offers the first systematic, comprehensive and up-to-date treatment of the testing of second language speaking. Written in a clear and accessible manner, it covers: Explanations of the process of test design Costing test design projects How to put the test into practice Evaluation of speaking tests Task types for testing speaking Testing learners with disabilities It also contains a wealth of examples, including task types that are commonly used in speaking tests, approaches to researching speaking tests and specific methodologies that teachers, students and test developers may use in their own projects. Successfully integrating practice and theory, this book demystifies the process of testing speaking and provides a thorough treatment of the key ethical and technical issues in speaking evaluation.
Testing Times: The Uses and Abuses of Assessment (PDF)
by Gordon StobartAssessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow 'for-the-test' learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for-purpose, of assessments have to be clear.
Testing Times: The Uses and Abuses of Assessment
by Gordon StobartAssessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow ‘for-the-test’ learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for–purpose, of assessments have to be clear. Gordon Stobart critically examines five issues that currently have high-profile status: intelligence testing learning skills accountability the ‘diploma disease’ formative assessment Stobart explains that these form the basis for the argument that we must generate assessments which, in turn, encourage deep and lifelong learning. This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.
Testing Times: The Uses and Abuses of Assessment
by Gordon StobartAssessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow ‘for-the-test’ learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for–purpose, of assessments have to be clear. Gordon Stobart critically examines five issues that currently have high-profile status: intelligence testing learning skills accountability the ‘diploma disease’ formative assessment Stobart explains that these form the basis for the argument that we must generate assessments which, in turn, encourage deep and lifelong learning. This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.
Tests and Assessments in Counseling: A Case by Case Exploration
by Bill McHenry Kathryn C. MacCluskie Jim McHenryTests and Assessments in Counseling provides students with current information on assessment tools and techniques through detailed case scenarios and vignettes. Going beyond basic information about a multitude of assessments, the authors focus on the use of instruments in individual cases to allow readers to more fully grasp the integral relationship between tests and assessment data and the counseling process. Chapters guide students through choosing the most effective assessment tool, successfully administering the assessment, and making meaningful and useful results of the data with the client. Test questions are also included at the end of each chapter.
Tests and Assessments in Counseling: A Case by Case Exploration
by Bill McHenry Kathryn C. MacCluskie Jim McHenryTests and Assessments in Counseling provides students with current information on assessment tools and techniques through detailed case scenarios and vignettes. Going beyond basic information about a multitude of assessments, the authors focus on the use of instruments in individual cases to allow readers to more fully grasp the integral relationship between tests and assessment data and the counseling process. Chapters guide students through choosing the most effective assessment tool, successfully administering the assessment, and making meaningful and useful results of the data with the client. Test questions are also included at the end of each chapter.
Testtheorie und Fragebogenkonstruktion (Springer-lehrbuch Ser.)
by Helfried Moosbrugger Augustin KelavaDieses Standard-Lehrbuch deckt das gesamte Themenfeld der Testtheorie und Fragebogenkonstruktion ab – von den Grundlagen im Bachelor-Studium bis zu vertiefenden Aspekten in Master-Studiengängen. Neben dem unverzichtbaren Prüfungswissen fürs Studium liefert es auch Fortgeschrittenen der psychologischen Diagnostik fundiertes Handwerkszeug für Forschungspraxis und Berufsalltag – von der Diagnostik im klinischen Setting bis hin zu Fragen des Assessments im Berufsleben. Die neue Auflage wurde grundlegend überarbeitet, aktualisiert und erweitert.
Testtheorie und Fragebogenkonstruktion (Springer-Lehrbuch)
by Helfried Moosbrugger Augustin KelavaEinen Test oder Fragebogen selbst konstruieren. Verstehen, was ein guter psychologischer Test ist und welche Theorie dahinter steckt. Das Handwerkszeug der psychologischen Diagnostik und Forschung benötigen Sie für erste Forschungsversuche und spätestens für Ihre Abschlussarbeit. Dieses neue Lehrbuch empfiehlt sich für Bachelor- und Master-Studiengänge. Es deckt sowohl die Grundlagen (z.B. Testgütekriterien, Klassische Testtheorie) als auch vertiefende Aspekte (z.B. Adaptives Testen, Item-Response-Theorie) ab. Leicht verständlich, mit Definitionen, Merksätzen, Zusammenfassungen und Anwendungsbeispielen – für Einsteiger und Fortgeschrittene.
Testtheorie und Fragebogenkonstruktion (Springer-Lehrbuch)
by Helfried Moosbrugger Augustin KelavaTests und Fragebögen konstruieren, beurteilen und verstehen sowie Daten analysieren – diese Kompetenzen gehören zum Handwerkszeug der Psychologie, aber auch der Sozial- oder Wirtschaftswissenschaften. Die Autoren vermitteln das im Bachelor-Studium erforderliche Grundlagenwissen sowie vertiefende Aspekte für den Master-Studiengang – mit Merksätzen, Zusammenfassungen und Anwendungsbeispielen. Die 2., überarbeitete Auflage wurde u. a. um Hinweise zur Nutzung von Anwendungssoftware, um Beispieldatensätze sowie Musteranalysen zum Download ergänzt.
Text- and Speech-Triggered Information Access: 8th ELSNET Summer School, Chios Island, Greece, July 15-30, 2000, Revised Lectures (Lecture Notes in Computer Science #2705)
by Steve Renals Gregory GrefenstetteThis book presents revised versions of the lectures given at the 8th ELSNET European Summer School on Language and Speech Communication held on the Island of Chios, Greece, in summer 2000. Besides an introductory survey, the book presents lectures on data analysis for multimedia libraries, pronunciation modeling for large vocabulary speech recognition, statistical language modeling, very large scale information retrieval, reduction of information variation in text, and a concluding chapter on open questions in research for linguistics in information access. The book gives newcomers to language and speech communication a clear overview of the main technologies and problems in the area. Researchers and professionals active in the area will appreciate the book as a concise review of the technologies used in text- and speech-triggered information access.
Text and Text Processing (ISSN #Volume 79)
by G. Denhiere J. P. RossiThe book presents the state-of-the-art in major aspects of text analysis and cognitive text processing by some of the most well-known European and American researchers in the field of text-linguistics and cognitive psychology. Comprehensive views and new perspectives are proposed in the following topics: cognitive and metacognitive aspects of text processing, structures and processes involved in the construction of multi-level semantic representations in relation with text and reader characteristics, achievement of local and global coherence of meaning during reading and comprehension, assessment of knowledge, knowledge acquisition of concepts and complex systems by text, and cognitive and metacognitive aspects of text production.
Text-based intelligent Systems: Current Research and Practice in information Extraction and Retrieval
by Paul S. JacobsThe symposium on which this volume was based brought together approximately fifty scientists from a variety of backgrounds to discuss the rapidly-emerging set of competing technologies for exploiting a massive quantity of textual information. This group was challenged to explore new ways to take advantage of the power of on-line text. A billion words of text can be more generally useful than a few hundred logical rules, if advanced computation can extract useful information from streams of text and help find what is needed in the sea of available material. While the extraction task is a hot topic for the field of natural language processing and the retrieval task is a solid aspect in the field of information retrieval, these two disciplines came together at the symposium and have been cross-breeding more than ever. The book is organized in three parts. The first group of papers describes the current set of natural language processing techniques used for interpreting and extracting information from quantities of text. The second group gives some of the historical perspective, methodology, and current practice of information retrieval work; the third covers both current and emerging applications of these techniques. This collection of readings should give students and scientists alike a good idea of the current techniques as well as a general concept of how to go about developing and testing systems to handle volumes of text.
Text-based intelligent Systems: Current Research and Practice in information Extraction and Retrieval
by Paul S. JacobsThe symposium on which this volume was based brought together approximately fifty scientists from a variety of backgrounds to discuss the rapidly-emerging set of competing technologies for exploiting a massive quantity of textual information. This group was challenged to explore new ways to take advantage of the power of on-line text. A billion words of text can be more generally useful than a few hundred logical rules, if advanced computation can extract useful information from streams of text and help find what is needed in the sea of available material. While the extraction task is a hot topic for the field of natural language processing and the retrieval task is a solid aspect in the field of information retrieval, these two disciplines came together at the symposium and have been cross-breeding more than ever. The book is organized in three parts. The first group of papers describes the current set of natural language processing techniques used for interpreting and extracting information from quantities of text. The second group gives some of the historical perspective, methodology, and current practice of information retrieval work; the third covers both current and emerging applications of these techniques. This collection of readings should give students and scientists alike a good idea of the current techniques as well as a general concept of how to go about developing and testing systems to handle volumes of text.
Text Comprehension And Learning
by Bernadette Van Hout-Wolters Wolfgang SchnotzThis book deals with the significance of different text structures and its cognitive processing in learning from texts. It discusses the effect of learning abilities and attitudes for learning from texts, and focuses on the significance of processing and learning strategies for text comprehension.
Text Comprehension And Learning
by Bernadette Van Hout-Wolters Wolfgang SchnotzThis book deals with the significance of different text structures and its cognitive processing in learning from texts. It discusses the effect of learning abilities and attitudes for learning from texts, and focuses on the significance of processing and learning strategies for text comprehension.
Text Messaging and Literacy – The Evidence
by Clare Wood Nenagh Kemp Beverly Plester"Well thought out and timely. This is the leading group in the world working on texting and literacy, and they have a strong track record of publications. It would also be the first book, as they say, to deal with the subject at an academic level. The focus on education is important, as this is where most of the anxieties lie. It will be a major step forward in creating a new climate." Professor David Crystal, author of The Cambridge Encyclopaedia of Language and The Cambridge Encyclopaedia of the English Language, Television consultant and presenter As children are given mobile phones at increasingly younger ages, there is considerable media coverage of claims that mobile phones, and text messaging in particular, are responsible for declining levels of literacy in children and young people. Such claims are often adopted wholesale by teachers and parents, despite the fact that there is an empirical literature which has failed to find a basis to these claims, and to the contrary has found that text messaging is supporting children’s literacy skills. Written by leading international researchers Text Messaging and Literacy presents an overview and discussion of the academic evidence for and against use of text messaging and mobile phones in supporting literate activity and discusses what conclusions we can and should draw about the impact of mobile phones, and their potential role in education. Areas covered include: the rise of texting and media reactions; children’s reading, spelling and texting; text messaging of children with language difficulties; using mobile phones for literacy development; texting and literacy skills in adolescents and adults; spelling and grammar in texting and beyond; the future of texting. In challenging existing assumptions the authors present the cutting edge of international research, highlighting their own studies involving children of all ages, adolescents and adults. This ground breaking book is essential reading for both researchers and students in education, educational psychology, literacy and new media and it’s impact on learning.
Text Messaging and Literacy – The Evidence (Routledge Psychology In Education Ser.)
by Clare Wood Nenagh Kemp Beverly Plester"Well thought out and timely. This is the leading group in the world working on texting and literacy, and they have a strong track record of publications. It would also be the first book, as they say, to deal with the subject at an academic level. The focus on education is important, as this is where most of the anxieties lie. It will be a major step forward in creating a new climate." Professor David Crystal, author of The Cambridge Encyclopaedia of Language and The Cambridge Encyclopaedia of the English Language, Television consultant and presenter As children are given mobile phones at increasingly younger ages, there is considerable media coverage of claims that mobile phones, and text messaging in particular, are responsible for declining levels of literacy in children and young people. Such claims are often adopted wholesale by teachers and parents, despite the fact that there is an empirical literature which has failed to find a basis to these claims, and to the contrary has found that text messaging is supporting children’s literacy skills. Written by leading international researchers Text Messaging and Literacy presents an overview and discussion of the academic evidence for and against use of text messaging and mobile phones in supporting literate activity and discusses what conclusions we can and should draw about the impact of mobile phones, and their potential role in education. Areas covered include: the rise of texting and media reactions; children’s reading, spelling and texting; text messaging of children with language difficulties; using mobile phones for literacy development; texting and literacy skills in adolescents and adults; spelling and grammar in texting and beyond; the future of texting. In challenging existing assumptions the authors present the cutting edge of international research, highlighting their own studies involving children of all ages, adolescents and adults. This ground breaking book is essential reading for both researchers and students in education, educational psychology, literacy and new media and it’s impact on learning.
Textaufgaben lesen und verstehen lernen: Entwicklungsforschungsstudie zur mathematikspezifischen Leseverständnisförderung (Dortmunder Beiträge zur Entwicklung und Erforschung des Mathematikunterrichts #43)
by Jennifer DröseLeseförderung wird in allen Unterrichtsfächern von Lehrkräften erwartet. Vor diesem Hintergrund präsentiert Jennifer Dröse ein theoretisch fundiertes und empirisch erprobtes Lehr-Lern-Arrangement zur Förderung von mathematikspezifischem Leseverständnis. Sie untersucht fachspezifische Lese- und Verstehensstrategien sowie syntaktische Sprachbewusstheit für beziehungstragende Strukturen, die bisher selten als Lerngegenstand im Mathematikunterricht thematisiert wurden. Durch die Rekonstruktion der individuellen gegenstandsspezifischen Lernwege zeigt die Autorin die situative Wirkung des Lehr-Lern-Arrangements auf. Dieses hat sich auch im Klassenunterricht als wirksam erwiesen.
Textbook Culture: Pedagogy and Classroom Processes
by Pooja BhallaThis volume captures the essence of schooling in a structural manner and explores the classroom life in the larger schooling context. The emphasis is to uncover the necessary framework of classroom that is significant to understand the place of textbooks in the Indian school education system. By the use of ethnographic vignettes, it brings out the multiple patterns of teacher- student's interactions as they occur in different textbook-based situations. Through this, it sheds light on the primacy of the textbook approach in the classroom processes.The book also investigates the ways through which the students respond to the different pedagogic situations. In doing so, it explores the notions of student boredom, alienation, inclusion and exclusion, and the array of student-textbook experiences that are pivotal to the shape and reshape the classroom processes in the larger pedagogical discourses.This book will be of interest to researchers, students, and teachers of education studies, sociology and politics of education, teacher education, childhood and youth studies, and urban studies. It will also be useful for education policymakers, and professionals in the development sector.
Textbook Culture: Pedagogy and Classroom Processes
by Pooja BhallaThis volume captures the essence of schooling in a structural manner and explores the classroom life in the larger schooling context. The emphasis is to uncover the necessary framework of classroom that is significant to understand the place of textbooks in the Indian school education system. By the use of ethnographic vignettes, it brings out the multiple patterns of teacher- student's interactions as they occur in different textbook-based situations. Through this, it sheds light on the primacy of the textbook approach in the classroom processes.The book also investigates the ways through which the students respond to the different pedagogic situations. In doing so, it explores the notions of student boredom, alienation, inclusion and exclusion, and the array of student-textbook experiences that are pivotal to the shape and reshape the classroom processes in the larger pedagogical discourses.This book will be of interest to researchers, students, and teachers of education studies, sociology and politics of education, teacher education, childhood and youth studies, and urban studies. It will also be useful for education policymakers, and professionals in the development sector.
Textbook in Psychiatric Epidemiology
by Ming T. Tsuang Mauricio TohenThe new edition of this critically praised text continues to provide the most comprehensive overview of the concepts, methods, and research advances in the field. It has been revised and enhanced to capitalize on the strengths of the first edition while keeping it up-to-date in the field of psychiatry. This comprehensive publication now includes new chapters on child psychiatry, community studies, and perinatal studies.
Textbook of Addiction Treatment: International Perspectives
by Nady El-Guebaly Giuseppe Carrà Marc Galanter Alexander M. BaldacchinoGET A 20% DISCOUNT ON THIS TITLE ENTERING THE CODE ISAM2020 from November 12 – December 31, 2020!Addiction is increasingly being recognized as a major global public health issue, and an ever-growing number of medical specialties, psychological and social science training programs, and professional associations are including addiction as part of their training and continuing education curricula. The first edition of this book presented an overview of the spectrum of addiction-related problems across different cultures around the globe. Sharing the experience and wisdom of more than 260 leading experts in the field, and promoted by the International Society of Addiction Medicine, it compared and contrasted clinical practices in the field of addiction medicine on the basis of neurobiological similarities as well as epidemiological and socio-cultural differences.Building on the success of this inaugural edition, and taking into account the formal and informal comments received as well as an assessment of current need, this textbook presents general updated information while retaining the most requested sections of the first edition as demonstrated by the number of chapter downloads. It also provides a basic text for those preparing for the ISAM annual certification exam. Written by some 220 international experts, it is a valuable reference resource for anyone interested in medicine, psychology, nursing, and social science.