John R. Slate

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In this article the literature on the effects of school size is summarized to describe what is currently known about its relationship to economic efficiency, curricular diversity, academic achievement, and related variables. Two curvilinear relationships are identified: one for economic efficiency and one for educational outcomes. In both cases, increasing(More)
Two studies were conducted in which the validity of the WISC-III was investigated. In Study 1, WISC-R and WISC-III IQs were correlated for a sample of 53 students, who, although originally meeting criteria for a disability category through use of the WISC-R, did not meet eligibility criteria upon reevaluation with the WISC-III. Corrected correlations(More)
We investigated variables predictive of domestic violence from 64 intake forms at a battered women's shelter. The batterer, usually the financial provider, used drugs/alcohol. Clients' physical abuse as children was correlated with whether their siblings were abused, and to emotional and sexual abuse. Clients' parents being alcoholic was correlated with(More)
WISC-III and WISC-R Performance IQs and subtests and WRAT-R scores of 47 deaf or hard-of-hearing school-age children were analyzed to determine whether differences in scores were present as a function of gender. Mean differences were present on the WISC-III and WISC-R Performance IQs, with boys scoring almost a full standard deviation higher than girls, and(More)
s using results of research conducted by Hahs-Vaughn and Onwuegbuzie (2010). Finally, we provide recommendations for increasing the quality of abstracts, including suggestions for authors as well as for editors and the publishers of the Publication Manual of the American Psychological Association (APA), hereafter referred to as the Publication Manual. The(More)
In a previous editorial, Onwuegbuzie, Combs, Slate, and Frels (2010) discussed the findings of Combs, Onwuegbuzie, and Frels (2010), who identified the 60 most common American Psychological Association (APA) errors among authors who submitted manuscripts to Research in the Schools over a 6-year period. This editorial led to representatives of APA inviting(More)
In this investigation, we examined the passing rates of Black students in all Texas public elementary schools for 5 years (i.e., 2003-2004, 2004-2005, 2005-2006, 2006-2007, and 20072008) on the state-mandated reading, math, and writing assessments. Categorized by student enrollment into Very Small (< 400 students), Small (400-799 students), and Large(More)