James R. Barclay

The influence of paternal occupation on social interaction measures in elementary school children

Abstract The objectives of this study were to analyze the effect of paternal occupation as classified by Holland on the social interaction, vocational awareness, self-report and teacher expectations of their children in the elementary school. The paternal occupations of 1386 elementary school children in Corpus Christi, TX were identified. All of these children had taken the Barclay Classroom Climate Inventory, a multimethod needs assessment system which integrates self-report, sociometric, vocational, and teacher judgment data into a computerized report. A multivariate analysis was completed on 29 independent scales to determine differences between children in accordance with Hollands vocational classification system. The results indicated that social interaction differences in children are generally in agreement with environmental thrusts related to paternal occupation.

The current status of competency-based training, part 1: Validity, reliability, logistical, and ethical issues☆

Abstract During recent years considerable attention has been focused on competency-based training. Yet there is a lack of data relating to many key issues. This paper describes some of the key issues concerning four major factors of competency-based training: validity, reliability, logistics, and ethics. Three recommendations made to the Division 16 Education and Training Committee are presented.

A Computerized Screening System for Correctional Classification

A new multi-method, computerized screening system for classifying and assigning all felons entering Kentuckys correctional institutions was developed and implemented. This system—consisting of psychological tests, self-report inventories, rating scales, and detailed observations—requires approximately two hours for administration. A detailed, case-history summary covering nine major classification categories and supplying information about the felons background, interests, abilities, strengths, and weaknesses in 27 criminological, demographical, sociological, and psychological areas of correctional concern is provided. This new system appears both reliable and valid and should prove useful both for initial classification and assignment, and for reclassification and parole review.

The development of school psychological services in Taiwan

Abstract This article reviews the historical development of psychological services in Taiwan schools, identifies some contemporary problems, and suggests possible directions for future developments.

Convergent and Discriminant Validity of the Barclay Classroom Climate Inventory.

The purpose of this study was to investigate the convergent and discriminant validity of a multimethod multitrait inventory used for assessing the climate of the elementary classroom. Using self-report, peer judgments, and teacher ratings, the inventory employs the multimethod multitrait factor analysis approach to determine the quality of social interaction and affective variables in the classroom. A computer processing procedure utilizing criteria developed in this approach scores, analyzes, and develops a written report on the pupil. These reports can be cumulated to result in descriptions of the social interaction and affective environment in the elementary classroom. A questionnaire comprised of short paragraphs defining the major factors from the inventory was administered with the inventory to nine elementary classrooms. Each student rated himself for each of the factors (for males, Affiliation, Dominance, Seclusiveness, Physical Skills, and Intellectuality; for females, Dominance, Aggression, Seclusiveness, Affiliation, and Intellectuality) and was in turn rated by a randomly selected peer and the teacher. These three rating sources combined with the inventorys factor scores to form a five trait four method matrix for the assessment of convergent and discriminant validity. Considerable evidence for these aspects of validity was found.

Classroom Climates in Taiwanese and American Elementary Schools: A Cross-Cultural Study.

Abstract This study is a cross-cultural comparison of elementary classroom climates on a multimethod, multisource inventory (The Barclay Classroom Climate Inventory). Utilizing multivariate procedures, differences within Taiwanese culture, and between Taiwanese and American cultures were analyzed by sex, grade, socioeconomic status, and achievement. In addition, the effects of achievement and intelligence as well as independent teacher assessment of students were examined in the Taiwanese culture. The results suggest strongly that multidimensional cross-cultural studies provide a key to the specific support systems that provide socialization through formal and informal education.