Describes how students' social skills can be assessed in the context of cooperative learning. Suggests that the following classroom protocols be assessed: (1) listen; (2) be responsible to others; (3) respect others; and (4) stay on task. Provides an assessment scale for these behaviors. (PR)

This study assessed the relationship between parent/teacher ratings of hyperactivity and developmental indices in psychiatric clinic children (ages 5-16). Findings suggest that chronological age should be considered when behavior ratings are used to assess cognitively delayed children for hyperactivity but do not support use of mental age in…

The essential elements of school board governance involve four dimensions: (1) setting the vision for what the community wants the public school program to be; (2) ensuring that districts have a solid staff infrastructure to achieve the vision; (3) setting standards; and (4) advocating for schools. (MLF)

Perceives an increase in adult expectations of children's competence and a concomitant narrowing of what is considered normal child behavior. Questions the growing practice of placing children in "transition,""pre-K," and "pre-first" classes, and in pull-out "gifted" programs. Calls for greater acceptance of variety among children. (PAA)

Three principles of work distribution were considered: (1) direct cause; (2) self-regulation; and (3) continuing responsibility. Children of 8, 11, and 14 years of age performed a job sorting task and commented on the fairness of work arrangements in vignettes. Results showed a differential development for the three principles rather than a…

Describes the "Check and Connect" model of monitoring in a secondary school environment. Students seen as at risk for dropping out of school were assigned a monitor who then built a trusting relationship with the student through which support was given and advocacy provided within the school environment. (MKA)

The development of 193 preschool children from five groups (developmental language disordered, high-functioning autistic, low-functioning autistic, mentally retarded, and normally developing) were coded in situations involving simulated distress by an adult. Low functioning autistic children showed deficits in responding to all situations. The…

Explains a conceptual model for a comprehensive, multilevel, school-wide discipline program and describes its implementation in one elementary school. Key elements of the program include teaching social norms, a seven-step school-wide classroom management strategy, and targeted, intensive, and comprehensive interventions. (DB)

Describes a kindergarten class for students with hearing impairments that uses a strategy that supports positive student behavior. Steps include working with children to establish classroom rules, reviewing the rules by asking children to role play each one, and conducting individual and class evaluations each day. (CR)

Suggests that society is increasingly hostile to youth, fixating on progress and success rather than treasuring children's genuineness and carefree innocence. Recommends giving children space to grow; becoming aware of what children say, think, and want; and discovering the limitations of goodness as a goal for child behavior. (DLH)

With input from administrators, teachers, students, parents, and other parish members, a Catholic elementary school developed a comprehensive discipline program around the themes of respect, spirituality, and responsibility. The program was evaluated over one year. Surveys indicated that parents, teachers, and students had positive perceptions of…

Provides practical guidelines, prepared by the American Federation of Teachers' new Lessons for Life campaign, for developing effective school discipline policy. Classroom management, effective discipline codes and policies, and code enforcement are addressed. (GR)

Provides an overview of issues in the literacy policy field from a social practices perspective. Outlines a central dilemma in both theory and practice in adult literacy work: that practice theory has not impacted on literacy policy in large parts of the world. Suggests there is an ever-widening gap between literacies of everyday life and the…

Male sexual aggression toward women is a serious social problem, particularly on college campuses. In this study, college men's sexually aggressive behavior and rape myth acceptance were examined using conformity to 11 masculine norms and 2 variables previously linked to sexual aggression: problem drinking and athletic involvement. Results…

With special reference to the People's Republic of China (PRC), this paper examines relationships between law, education reform and social transformation that have been under-researched. The argument is that, despite national leaders' high expectations, the use of law to effect or consolidate educational reform in the PRC is affected by both legal…