Provides criteria to apply when considering the development or purchase of programs or instructional materials for character education. Establishes the importance of including character education in professional development, both at the inservice and preservice levels. Includes a list of six teaching principles for effective character educators.…

Uses case studies to assess extent to which the "Bubble Dialogue," an application supporting role-play within a comic strip environment, helps abused, adopted, and foster children express feelings, reflect, and debate pertinent issues. Study of the application with comparison group in primary school provides baseline data. Issues arising…

Analyzes and critiques several theoretical assumptions concerning moral education. Maintains that current theoretical approaches contain such a broad variation that they lack practical application. The singular focus on individuals and their interactions presents another problem. Advocates reformulating theoretical concepts to address these…

This article describes a social skills instructional framework, with examples of its use in inclusive and diverse classrooms. The framework has three phases: (1) defining the social skill to be taught; (2) implementing instruction; and (3) moving to self-control. Also provided are guidelines for performance-based assessment of social skills. (DB)

Describes the process through which a multiracial, urban elementary class of remedial students adapted the children's story, "Dr. DeSoto," for an in-class presentation. Expands on this example to discuss the role of drama in language, cognitive development, and problem solving. Includes extensive transcripts of the children's…

Discusses the results of a content analysis of student journals in which the students applied concepts from their social psychology course to their daily social experiences. Reveals that students applied each of four cognitive operations (labeling, explaining, reducing consequences, and self-assessing) to various aspects of the self. (MJP)

This article discusses instructional variables that contribute to a positive classroom climate and serve as setting events for more focused group-individual instructional programs for students with emotional/behavioral disorders. Nonacademic challenges that should be incorporated into these programs are identified and issues are examined that…

The effects of a school's age organization (age-segregated versus age-mixed) were examined within a quasi-experimental design with 702 sixth-, seventh-, and eighth-grade students. Factors measured include popularity, perceived competence, and mixed-age and cross-sex friendships. (TJH)

Analyzes the structural and thematic elements of three stories written by a sixth-grade Navajo girl to challenge the notion that a linear pattern of growth is followed by all children as they learn to write stories. The results question the assumption that certain kinds of narratives and their American Indian authors are less able or less…

Interviews with mothers of preschool age children with established disabilities (n=230) and those classified as at-risk (n=32) were conducted, focusing on issues of children's peer relations and friendships. Mothers of children in both integrated and specialized settings perceived their respective settings as facilitating social development. Both…

To support and guide young children's social and emotional growth, teachers can (1) model social behavior; (2) establish environments that encourage positive social exchange; (3) encourage children to become aware of the consequences of their behavior; (4) help children produce acceptable behavior; and (5) encourage children's development of…

Empirical research on the role of school recess is reviewed. Effects of child-level and school-level variables on recess behavior and the impact of recess on classroom behavior and social and cognitive competence are discussed. It is concluded that recess has important educational and developmental implications. (SLD)

Discusses the implications of research findings that responsive teaching techniques improve the classroom interactions of preschool children with learning disabilities for classroom-based early intervention. Considers the use of responsive strategies in writing Individualized Education Plan and Individualized Family Service Plan goals and…

Studied adolescent participants in a group intervention program to determine the influence of peer reactions to problem behavior. Found that the impact of friendship is not always positive and can lead to unintended iatrogenic consequences. Concludes that adults' role in attending to children's peer contexts is perhaps the most critical for…

Classifies and explains some of the basic concepts, practices, and approaches of character education. Delineates eight ways to differentiate current approaches. Discusses the Center for the 4th and 5th Rs (Respect and Responsibility) comprehensive approach. Includes a list of 10 moral education centers. (MJP)