The Consequences of Intelligence Testing in the Public Schools before and after Desegregation

1974 ◽  
Vol 21 (5) ◽  
pp. 740-754 ◽  
Author(s):  
Leonard Beeghley ◽  
Edgar W. Butler
Keyword(s):  
Public Schools ◽  
Intelligence Testing ◽  
The Public ◽  
Before And After

scholarly journals Effectiveness of Utilizing Systematic Approach to Improving Functional Writing Skills for Ninth Grade Students in Tafila Directorate of Education

2019 ◽  
Vol 10 (1) ◽  
pp. 126
Author(s):  
Mohammad Alqomoul ◽  
Attallah Alroud
Keyword(s):  
Public Schools ◽  
Systematic Approach ◽  
Writing Skills ◽  
Ninth Graders ◽  
Control Group ◽  
The Public ◽  
Before And After ◽  
The Subject ◽  
Ninth Grade Students ◽  
And Control

The study aimed at investigating the effect of using systematic approach to improving functional writing skills in the public schools in Tafila Directorate of Education in Jordan. The researchers used the prescriptive approach in preparing the literal framework of the study. The subject of the study included all the Ninth graders in Tafila Directorate of Education. The sample of the study was 70 female students chosen randomly to represent the subject. The students were distributed into two groups: experimental 35 and control 35. The instruments of the study were a list of writing skills and an achievement test. The test was administered before and after the experiment. The results showed statistically significant differences in favor of the experimental group over that of control group.

A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Literacy in the Public Schools

ASHA Leader ◽  
2002 ◽  
Vol 7 (16) ◽  
pp. 4-30 ◽  
Author(s):  
Denise A. Yess
Keyword(s):  
Public Schools ◽  
The Public

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

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