A Response

Abstract

Although moral development of children has long been ascribed predominantly to the effects of parenting, there has been little systematic examination of the specific nature of this relation. In this paper, we identify four foundational components of children's moral development (social orientation, self‐control, compliance, self‐esteem) and four central aspects of moral functioning (empathy, conscience, moral reasoning, altruism). The parenting roots of each of these eight psychological characteristics are examined, and five core parenting processes (induction, nurturance, demandingness, modelling, democratic family process) that are related empirically to the development of these eight child characteristics are identified and discussed. Finally, we consider the implications of our analysis for teaching parents to influence positively their children's moral development.     

A Response to Brian Street

This short piece is written in response to an article by Brian Street on the implications of New Literacy Studies in the last issue of English in Education.     

Educational Goods Reconsidered: A Response

We gratefully reply to our five commentators, responding to their criticisms and comments under the following headings: parochialism and curriculum; rationality and truth; production and distribution; perfectionism, decision-making and disagreement; adultism and parents' interests; non-consequential educational goods; and self-education.     

Primary School Headship: A Response

While recognising the limitations of published government ‘league tables’ as an appropriate method of comparing the relative effectiveness of schools, an analysis of the data they provided on the 1992 examination results notes the apparent success of Catholic schools. A summary of some of the limited available research evidence on Catholic school effectiveness is given and the suggestion made that a rigorous study of their organisation and ethos could provide knowledge of value for improving the effectiveness of all schools.     

A Response to 'We're Doing History'

In the June issue of this journal Jean Ware and Nick Peacey wrote an article entitled 'We're doing History'- What Does It Mean? The following response, which challenges some of their views, comes from Judy Sebba, tutor, Cambridge University Institute of Education, and John Clarke, senior adviser, Monitoring and Evaluation, Suffolk, previously county humanities adviser.     

A Response to the Emperor's New Clothes

In reply to Alschuler's commentary on their original article, the authors argue that portfolios are reliable, valid means for assessing students' progress and for program evaluation.