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- 1Ability-achievement discrepancy
- 1Cattell-Horn-Carroll (CHC) abilities
- 1Cognitive assessment
- 1Diagnostic assessment
- 1Differential item functioning
A Bit Pricey: Young Adults’ Financial Literacy, Financial Decision-Making Process, and Spending HabitsDownload
Canadians are making poor financial decisions that leave them with a significant amount of debt and little, if any, savings for the future. This is especially true of young adults in Canada, who appear to lack the financial knowledge and skills needed to avoid these poor financial outcomes. The...
The current study examined the perceptions of pre-service and in-service teachers of the importance of different Cattell-Horn-Carroll (CHC) cognitive abilities in the classroom. The sample included 227 pre-service teachers from the University of Alberta and 44 in-service teachers from the St....
Investigating Differences in Professionals’ Use of Information for Learning Disability IdentificationDownload
A learning disability (LD) can be defined as unexpected or chronic underachievement that cannot be explained by any other cognitive deficits (Swanson, Harris & Graham, 2013). LD has been said to be one of the least understood disabilities to affect school-aged population (Lyon et al., 2001)....
Promoting Family Resilience through ASD Diagnostic Assessment: An Enhanced Critical Incident Technique StudyDownload
This study will attempt to bridge the gap between the theoretical knowledge of family resilience and the practical implementation of this knowledge. The primary objective, in conducting this study, is to better understand how families with children with ASD can capitalize on their strengths by...
The diversity of the school-age population in both Canada and the United States has been increasing (Cummins, 1997). Thus, it is imperative for researchers to empirically evaluate the influence of culture and language on existing assessment tools to inform best practices (Cormier, McGrew, &...
In Canada, there is an achievement gap between students of different ethnicities. An important alterable contributor to academic achievement is teacher expectations—the beliefs teachers hold about their students' academic capabilities. Teacher expectations affect students’ academic...