Explores the development of intelligence from different perspectives, each of which is relevant for researchers and practitioners interested in children's school performance. Provides information from basic research to better inform prevention and intervention efforts for improving children's school grades and behaviors. (Author/MKA)

Describes the work of Maria Montessori, starting with her career in medicine which gave her the unique perspective to probing the frontiers of the inner intellectual life of children. Explains how she felt every student possessed untapped potentials. Discusses how her concept of the potential of the absorbent mind of children is being…

Examines consequences of family poverty for child development, noting evidence that deep or persistent poverty early in childhood adversely affects children's ability and achievement. Argues that although the 1996 welfare reforms spurred many welfare-to-work transitions, their time limits and sanctions are likely to deepen poverty among some…

The third edition of the Wechsler Intelligence Scale for Children (WISC-III) is reviewed. A comparison of the WISC-III with the Weschler Intelligence Scale for Children-Revised (WISC-R) is included. Discusses shortcomings of the WISC-III while noting that overall, there are substantial improvements in the WISC-III over the WISC-R. (KW)

Contains 15 articles investigating and discussing issues generated by Piaget's theory of cognitive development. Discusses and examines questions related to object permanence, transitivity, conservation and the concept of necessity as these relate to children. Deals with the origins and causes of development, logical development, social and…

This paper examines the possibility of accelerating the development of intelligence when applying stringent Piagetian standards to evaluate the effects of short- and long-term intervention or instruction programs. The paper reviews previous Genevan and American research that shows that development can be accelerated by means of only a few…

This paper takes the position that logical knowledge is distinct from conceptual and procedural knowledge and can make a unique contribution to the understanding of knowledge acquisition. This view of logical knowledge departs from the traditional Piagetian view of stages and the overriding view of logic as the sole means of constructing new…

Much research has been done on the negative effects of divorce on children. Future research should focus on how positive family functioning and support systems can facilitate the development of social, emotional, and intellectual competence in children in single parent families. (Author/GC)

Reviews the literature on the relationship between schooling, IQ, and the cognitive processes presumed to underpin IQ. The data suggest the importance of quantity of schooling for IQ. Schooling fosters the development of cognitive processes that underpin performance on IQ tests. This development is unrelated to the quality of schools. (BC)

Reviews findings on the predictive validity of psychometric tests of intelligence. Concludes that conventional tests of intelligence can be useful but only if they are interpreted very carefully, taking into account the factors that can affect them, and in conjunction with other measures. (Author)

Reviews the social-psychological research pertaining to female-headed families published between 1970-1980. Literature indicates that theoretically children do not need the presence of the same-sex/opposite-sex parents in the family to develop sex-role behavior. Suggests children in female-headed families are likely to have good emotional…

The purpose of this fastback is to help teachers find out how children acquire a second language and explore the linguistic foundations on which sound English as a Second Language (ESL) curricula can be developed. It is intended for the regular classroom teacher, not the ESL specialist. Central findings in research on second language learning…

This monograph provides a detailed description of the child about whom and for whom the activities of the elementary school industrial arts program are directed and of the role of industrial arts in the elementary school curriculum. The first section is a detailed description of the child from age three to thirteen and includes general physical…