15
Views
1
CrossRef citations to date
0
Altmetric
Original Articles

The Role of a Bio-Ecological Assessment System in Writing a Culturally Sensitive Report: The Importance of Assessing Other Intelligences

&
Pages 129-141 | Published online: 07 Jul 2016

References

  • Allen, B. A., & Boykin, A. W. (1992). Children and the educational process: Alienating cultural discontinuity through prescriptive pedagogy. School Psychology Review, 21, 586–596.
  • Armour-Thomas, E. (1992). Intellectual assessment of children from culturally diverse backgrounds. School Psychology Review, 21, 552–565.
  • Armour-Thomas, E., & Gopaul-McNicol, S. (in press). The bio-ecological approach to intellectual assessment. Cultural Diversity and Mental Health, Vol. 2.
  • Boykin, A. W. (1983). The academic performance of Afro-American children. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 322–371). San Francisco: Freeman.
  • Frisby, C. L. (1992). Issues and problems in the influence of culture on the psychoeducational needs of African American children. School Psychology Review, 21, 532–551.
  • Frisby, C. L. (1995). When facts and orthodoxy collide: The Bell Curve and the robustness criterion. School Psychology Review, 24, 12–19.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
  • Gardner, H. (1993). Multiple intelligences. New York: Basic Books. In S. Gopaul-McNicol (Ed.). Understanding and meeting the psychological and educational needs of African-American and Spanish speaking students. School Psychology Review, 21, 529–601.
  • Gordon, E. W., & Armour-Thomas, E. (1991). Culture and cognitive development. In L. Okagaki and R. J. Sternberg (Eds.), Directors of development: Influence of the development of children’s thinking (pp. 83–90). Hillsdale, NJ: Lawrence Erlbaum.
  • Gordon, G. (1980). Bias and alternatives in psychological testing. Journal of Negro Education, 49, 350–360.
  • Gordon, R. A., & Rudert, E. E. (1979). Bad news concerning IQ tests. Sociology of Education, 52, 174–190.
  • Helms, J. E. (1992). Why is there no study of cultural equivalence in standardized cognitive ability testing? American Psychologist, 47, 1083–1101.
  • Mosley-Howard, S. (1996). Best practices in considering the role culture. In A. Thomas and
  • J. Grimes (Eds.), Best practices in school psychology/II (pp. 337–345). Washington, D.C.: National Association of School Psychologist.
  • Rogoff, B. (1982). Integrating context and cognitive development. In M. Lamb and A. Brown (Eds.), Advances in development psychology (Vol. 2). Hillsdale, NJ: Lawrence Erlbaum.
  • Rowe, H. (Ed.) (1991). Intelligence, reconceptualization and measurement. Australian Council for Education Research, Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Samuda, R. (1975). From ethnocentrism to a multicultural perspective in educational testing. Journal of Afro-American Issues, 3, 4–17.
  • Siegel, L. S. (1984). Home environmental influence on cognitive development in pre-term and full-term children during the first five years. In A. W. Gottfried (Ed.), Home environment and early cognitive development (pp. 19–34). Orlando, FL: Academic Press.
  • Sternberg, R. J. (1984). What should intelligence tests test? Implications of a triarchic theory of intelligence for intelligence testing. Educational Research, January, 5–15.
  • Sternberg, R. J. (1985). Beyond IQ. New York: Cambridge University Press.
  • Sternberg, R. J. (1986). Intelligences applied. New York: Harcourt Brace Jovanovich Publishers. Suzuki, D. (1995). Correlation as causation. In R. Jacoby and N. Glauberman (Eds.), The Bell CUlVe debate (pp. 280–282)., New York: Random House.
  • Williams, R. (1975). The BITCH-100: A culture-specific test. Journal ofAfro-American Issues, 3, 103–106.
  • Ysseldyke, J. (1990). Goodness of fit of the Woodcock-Johnson Psycho-Educational Battery-Revised to the Horn-Cattell Gf-Gc theory. Journal of Psychoeducational Assessment, 8, 28–275.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.