To assess the impact of parents on children's achievement, self-concept, and related beliefs, extensive questionnaires measuring attitudes and beliefs regarding mathematics achievement were administered to children in grades 5 through 11 and their parents. The potential influence of parents both as role models and as expectancy socializers was…

Describes the Minnesota Preschool Inventory and provides data regarding its validity. Results based on a study of (N=360) prekindergarten children indicated that low scores on certain developmental scales question children's abilities to meet kindergarten expectations. Parent concerns, adjustment scales, and symptoms may point to a need for…

Describes a study which explored (1) early childhood educators' attitudes concerning early childhood education and educational policies, and (2) regional or subgroup differences in these attitudes. Concludes that (1) respondents believe in the value of early education outside the home, and (2) the major subgroup differentiation is between…

The individualized education program (IEP) management system used with elementary educable mentally retarded students in Dubach, Louisiana, includes two types of short term objectives, six organizational components, and two basic recording forms. The system is designed to actively involve students, parents, and teachers in planning and monitoring.…

Examines how parents use nonverbal behaviors in family situations. Results revealed that nonverbal behaviors which parents model for their children vary with the number of family members interacting, the gender of the offspring, and the gender of the parent. Results were discussed in terms of family dynamics. (Author)

Results indicated that, compared to children from intact homes, those living with mothers only had more problems on all scales; those with fathers only, more socialized delinquency; those with mothers and stepfathers, more conduct problems and socialized delinquency; and those with fathers and stepmothers, more conduct problems. (Author)

The author outlines Kohlberg's stage theory of moral development and points out some of its questionable consequences for education. He discusses discrepancies found to date in the empirical evidence. Finally he proposes a new interpretation of Kohlberg's model and suggests some of its educational consequences for home and school. (Author/SJL)

Defines emotional abuse of children and offers a plan to deal with the problem. (JOW)

Reports on a reading program that showed parents of underachieving inner-city primary school children how to help their children improve their reading performance. Concludes that the parents not only helped their children but also improved their own reading ability. (FL)

Describes the parents' organization at the University of Minnesota Technical College and their parents' day activities. The parents' organization functions through a forty-member council to provide parents with school information, inform parents of policies, and to make recommendations to further improve educational services. (LRA)

The reading problem facing many moderately deficient secondary students (one to three years behind grade level) is less one of skill deficiencies than attitude toward reading. Reading teachers, classroom teachers, principals, and parents can all do specific things to help students improve skills and develop the desire to read. (Author/SJL)

Reports on a research study seeking to determine why a large percentage of English-speaking Canadian parents do not enroll their primary-aged children in French immersion programs. (AM)

Excessive television viewing in the formative years can complicate, if not paralyze, children's psychological development and educational achievement. It distorts their perceptions of reality and it causes them to be overactive, overanxious, and inattentive. (Author/SJL)