Discusses how children from certain social backgrounds come not to succeed in schooling at the same rate as other children, examining explanations that have been posited since the 1950s. Calls for greater recognition among educators that children's social and cultural experiences affect their communicative styles and, thus, their learning. (GC)

Redefines intelligence as a useful, comprehensive, and flexible construct that allows its modifiability as a function of age and culture. Reviews theories on two-factor, multiple-factor, facet, and hierarchical models of trait formation based on research in developmental, cross-cultural, learning, and cognitive psychology. (Author/AOS)

The use of the Test for Auditory Comprehension of Language with 299 low socioeconomic status Head Start children (three to seven years old) was studied. It is suggested that clinicians making placement decisions regarding groups that differ racially and/or culturally from the normative population consider using pluralistic assessment. (Author/SEW)

Describes development of the Central Broadcasting Television University of China and, in particular, a course to teach English as a second language. Technical problems of producing television programs and how some of the pedagogical, idealogical, and cultural issues concerning this English course are gradually being resolved are discussed. (EAO)

Israeli soldiers who have not finished elementary school take special classes taught mostly by female volunteers who are not trained teachers. Special problems the teachers confront concerning cultural and class differences, discipline, and motivation are discussed as they are presented in a three-month preparatory course for the teachers. (PP)

Iowa teachers reflect on some of their experiences in teaching English as a second language to children of Indo-Chinese refugees who have settled in that state. Teachers must bridge the cultural gap between the child and his/her new nation. (PP)

Describes a program in Colombia to enhance learning of lower class children by emphasizing acceptance, risk taking, and problem solving in a supportive environment. Parental involvement is stressed. The back-to-the-basics movement is discussed as an educational strategy antithetical to the author's philosophy. (DB)

Recategorized Wechsler Intelligence Scale for Children (Revised) subtest scaled scores for 192 learning disabled Navajo Indian children according to the system recommended by Bannatyne (1974). Results indicated that, as a group, the subjects failed to demonstrate the Spatial/Conceptual/Sequential pattern predicted by Bannatyne. (Author)

Discusses psycholinguistic and sociolinguistic questions relevant to the development of language programs for foreigners, such as student motivation, language aptitude, learning styles, cultural differences, language styles, and communicative competence. Focuses particularly on the cultural problems faced by a foreigner, as a student, client, and…

It is suggested that teachers take this test designed for boys from rural eastern North Carolina. The test should highlight the problem confronting typical classroom teachers as they attempt to deal effectively with a wide variety of backgrounds. (CM)

Addresses three major issues in the training of minority counselor education students: (1) sensitivity to client; (2) cultural differences in counseling; and (3) relationships between the counselor trainee and his/her clients, professors, classmates, and agency-placement supervisors. Offers suggestions for redesigning counseling programs.…

Six studies investigated the use of pictorial material in a group setting to measure the cognitive level of children (age 7 to 11) on eight Piagetian concepts. Children were low to middle socioeconomic status with 60 percent Spanish surnames. Factor analysis and clinical administration supported test validity. (Author/CTM)

Describes the differences between Western and indigenous concepts of depression. Describes several culture-specific Indian depression syndromes. Notes the rising incidence of Native behavior. Describes several theories of depression etiology. Available from: White Cloud Center, Gaines Hall UOHSC, 840 Southwest Gaines Road, Portland, Oregon 97201.…

Presents an observational checklist for determining giftedness, based on ten categories of behavior; suggests a model for identification of dominant cultural and subdominant cultural gifted that emphasizes positive performance criteria. (MKM)

Describes a field program for University of Texas teacher trainees designed to make White future teachers more comfortable with the parents of Black educable mentally retarded children. (GC)