This study explored parents' physical activity (PA) knowledge and perceptions of children's out-of-school PA to formatively contribute to a family-based intervention design. Eleven telephone interviews were conducted with parents of children aged 10-11 years. Child and parent data were triangulated and family case studies were written. Most…

This article reconsiders multiple perspectives about continuity and discontinuity of early childhood education. Theoretical starting points, childhood policies and research of continuity and discontinuity exemplified through transition to school, are promising in rethinking and creating productive practices of childhood in different sociocultural…

Early childhood educators are concerned about a "shovedown" of elementary school expectations, standards, and curriculum on to young children due to policy-makers' moves towards utilising preschool programmes to address disparities in academic achievement. This study employs interviews and classroom observations to contrast the…

Outlines the development of the Drug Abuse Resistance Education Program (DARE), particularly in the United Kingdom, and explores the added value of DARE for children, schools, teachers, and the community. Considers the development of DARE in terms of curriculum review to optimize DARE in accordance with current best practice guidance. (Author/KB)

Evaluates effects of age of initial intervention on hearing-impaired children's academic achievement, social-emotional adjustment, and speech comprehension. Early intervention was not associated with improved performance in any dependent measures. (Author/BB)

Discusses a Pennsylvania State Education Association project designed to acquaint educators and other school personnel with their responsibilities under revised child abuse laws. The project has revealed important lessons about success factors in education for detection and prevention of child abuse. (BB)

Describes the pilot work and resulting project of the Muppet Club Project, designed to increase the effectiveness of available support mechanisms for emotionally and behaviorally disordered children by means of three elements: early identification of needs, making the most of existing resources in the community, and setting up activity groups for…

Discusses the positive benefits of having young children interact with older adults, citing research reports and the experiences of one elementary school's partnership with a senior citizens center. Provides the results of student, parent, teacher, and senior citizen surveys on the partnership. (MDM)

Clinically examined and interviewed 847 elementary students (ages six to 19 years) to determine their nutritional status and acceptance of school food. Findings indicated high prevalence of protein energy malnutrition and high rates of students coming to school with no food, nonacceptance of the school lunch, and strong preference for salty food.…

Demonstrates feasibility and benefits of involving parents in learning by explaining the Coventry Community Education Project (CEP). Gives practical examples of strategies used and discusses research data to support belief that high standards can result from such intervention programs. Implications for curriculum planners and educational policy…

Defines a structured approach to the development of drug prevention policy and practice in the primary school in Britain. Discusses the school environment, program evaluation criteria, and the relationship in practice between the primary school and other age groups. Compares prevention approaches between Britain and other countries, and describes…

Identifies historical factors involved in analyzing Initial Teacher Education (ITE) for primary level in England, focusing on institutions in which primary ITE courses are taught and the curricula for primary ITE. Argues that primary ITE has been characterized by rapid changes and discontinuities in both institutions and curricula. Concludes that…

A survey was conducted across five educational authorities in Britain concerning the new Code of Practice's influence on special education. It found marked variations in rates of statementing (identification of special needs), proportion of statemented pupils in mainstream schools, and funding arrangements for special needs. Findings have…

Summarizes the findings of quantitative research syntheses to show the variability and unpredictability of special education interventions. Concludes that special education cannot operate on the basis of lawlike relationships but rather must mediate its interventions through what is known about effective schooling that emphasizes the context of…

Describes how an English Junior School developed a parent involvement program aimed at improving reading. Provides anecdotal accounts of its success as well as a discussion of crucial elements to an effective program. (DT)