Papers by karen giorgetti
Topics in Early Childhood Special Education, 1998
The article describes a study that examined the experiences of 40 children with mild to moderate ... more The article describes a study that examined the experiences of 40 children with mild to moderate disabilities with respect to the nature of their activities, amount and type of adult involvement, and the social context of their activities within inclusive early childhood programs. A comparison sample of children without disabilities was observed on the same set of variables. The overall quality of the classroom was also assessed. Children with disabilities spent the majority of their free-play time in manipulative activities or in nonplay, typically in a group of peers with a teacher. Children without disabilities were most often in dramatic play and alone with a teacher or a peer. Children with disabilities were involved with teachers two thirds of the time; the majority of children's interactions with teachers in the classroom were responsive.
Assessment for Effective Intervention, 2004
This article describes the development of a computer-based assessment system for children in earl... more This article describes the development of a computer-based assessment system for children in early childhood programs, The Indiana Assessment System of Educational Proficiencies: Early Childhood (IASEP: EC). Skills in five developmental domains (i.e., cognitive, communication, social, sensory motor, and self-help) were selected and content validated using a representative stakeholder and expert panel process. Resulting indicators were included in assessment software and piloted with 40 teachers and 128 children between the ages of 3 ½ and 6 ½ years. Analysis of core ratings yielded four separate factors: language development, social development, sensory motor development, and self-help skills. The rotated factor structure was largely consistent with the initial domain structure. Correlations between IASEP: EC domain ratings and the Speed DIAL and Picture Naming Task suggest a strong positive relationship between the developmental constructs measured by each. Initial results would le...
PsycEXTRA Dataset
ABSTRACT The career development of elementary and middle school children has been largely neglect... more ABSTRACT The career development of elementary and middle school children has been largely neglected in the career development literature. Yet, career development is theorized to begin during early childhood. This study developed a measure to assess elementary and middle school-age students' career development, specifically within the fields of math and science, within the framework of the social cognitive career theory (Lent, Brown, & Hackett, 1994, 1996). The measure assessed levels of self-efficacy, outcome expectancies, and interests in math and science related activities. There were 343 students who participated in this study, approximately equal numbers of elementary and middle school students. Confirmatory factor analyses were not able to validate the expected latent constructs. Therefore, follow-up examination of the items and exploratory factor analyses were conducted. The results provided preliminary evidence that the latent constructs (i.e., self-efficacy, outcome expectations, and interests) exist within the elementary and middle school populations; however, there are some problematic items on the measure that would need to be addressed in future research. Results are discussed in terms of future directions and limitations.
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Papers by karen giorgetti