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PROFILES OF INTELLECTUAL ABILITIES OF SELECTED STUDENTS ENROLLED IN A GENERAL EDUCATION DIPLOMA PREPARATION PROGRAM (GED)

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Date Issued:
1983
Summary:
The purpose of this study was to conduct an examination of the intellectual abilities of forty-seven selected students who had left the traditional high school prior to receiving a diploma and enrolled in a General Education Diploma (G.E.D.) preparation program in Broward County, Florida. The focus of this study was to provide a descriptive profile of the intellectual abilities of one group of dropout/dropin students. The two questions addressed were: (1) What are the intellectual patterns of groupings that describe the dropout/dropin students' intellectual abilities? (2) What are the implications for future program development for dropouts/dropins by administrators and curriculum designers? The Structure of Intellect Abilities Test, Career and Vocational Form, was the instrument used to gather the data and Q-type factor analytic procedures were used to develop the profiles. The results of this study provided a description of six significantly different groupings (types) of intellectual abilities: Type I was characterized by a strong intellectual abilities profile. Type II was characterized by an erratic-intellectual abilities profile. Type III was characterized by a consistently weak intellectual abilities profile. Type IV was characterized by a relatively strong intellectual abilities profile. Type V was characterized by a very depressed intellectual abilities profile. Unclassified was such a diverse (mixed) grouping. None of the subjects factor loaded with the other five types. This study implies the need for administrators to provide leadership in the establishment of a more individualized curriculum. In addition, administrators and curriculum designers need to restructure their perceptions of and reactions to the dropout student, particularly in regard to their thinking abilities. Educators must accept the reality that intellectual abilities can be defined, diagnosed and developed, enabling more students to successfully complete their secondary education without unnecessary disruption.
Title: PROFILES OF INTELLECTUAL ABILITIES OF SELECTED STUDENTS ENROLLED IN A GENERAL EDUCATION DIPLOMA PREPARATION PROGRAM (GED).
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Name(s): NUTT, TRUDI ANN.
Florida Atlantic University, Degree grantor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1983
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 139 p.
Language(s): English
Summary: The purpose of this study was to conduct an examination of the intellectual abilities of forty-seven selected students who had left the traditional high school prior to receiving a diploma and enrolled in a General Education Diploma (G.E.D.) preparation program in Broward County, Florida. The focus of this study was to provide a descriptive profile of the intellectual abilities of one group of dropout/dropin students. The two questions addressed were: (1) What are the intellectual patterns of groupings that describe the dropout/dropin students' intellectual abilities? (2) What are the implications for future program development for dropouts/dropins by administrators and curriculum designers? The Structure of Intellect Abilities Test, Career and Vocational Form, was the instrument used to gather the data and Q-type factor analytic procedures were used to develop the profiles. The results of this study provided a description of six significantly different groupings (types) of intellectual abilities: Type I was characterized by a strong intellectual abilities profile. Type II was characterized by an erratic-intellectual abilities profile. Type III was characterized by a consistently weak intellectual abilities profile. Type IV was characterized by a relatively strong intellectual abilities profile. Type V was characterized by a very depressed intellectual abilities profile. Unclassified was such a diverse (mixed) grouping. None of the subjects factor loaded with the other five types. This study implies the need for administrators to provide leadership in the establishment of a more individualized curriculum. In addition, administrators and curriculum designers need to restructure their perceptions of and reactions to the dropout student, particularly in regard to their thinking abilities. Educators must accept the reality that intellectual abilities can be defined, diagnosed and developed, enabling more students to successfully complete their secondary education without unnecessary disruption.
Identifier: 11844 (digitool), FADT11844 (IID), fau:8768 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (Educat.D.)--Florida Atlantic University, 1983.
College of Education
Subject(s): GED tests
High school dropouts--Intelligence levels
High school dropouts--Florida--Broward County
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/11844
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.