FAMILY AND EDUCATIONAL EXPERIENCES OF DISPLACED NEGRO CHILDREN

This article examine how students from different class backgrounds at vastly different colleges interpret the role of social class in their past and future. It begins with a review of previous research findings based on freshmen and sophomore year interviews (2002–2004) with three groups of students: low income students at a state college; low income students at an elite private college (Little Ivy), and affluent students at the same elite private college. During a period of relative quiescence on college campuses, all three groups of students tended to look at their own lives in individualistic, non-structural ways, and generally downplayed the role of their own class backgrounds. Many of the students were interviewed again during their senior year to determine what, if any, changes had occurred in their overall outlook. Both groups of students at Little Ivy had become less politically progressive and active as they approached graduation; State College students had verbally moved to the Left, but without corresponding activism. Occupational goals for each of the three groups differed. The affluent students anticipated positions with the most power and prestige, while the State College students aimed for entry and middle level statuses. Not surprisingly, the low income Little Ivy students expected to obtain positions below their affluent peers, but higher than the State College students. The meaning of these findings in the context of the current historical period and the power of social reproduction is discussed.     

EMBRACEMENT AND ENTICEMENT: A THERAPEUTIC NURSERY GROUP FOR AUTISTIC CHILDREN

In response to the increasing number of referrals to the Children's Unit of Autistic and disturbed children between two and four years a therapeutic nursery group was established. By beginning treatment as early as two years it was hoped that further withdrawal could be arrested. Therapy was aimed at involving the children in a simulated family group with a male and female therapist and through rewarding play experiences to encourage learning and modify behaviour. Treatment procedures and outcome for the first twenty children referred to the programme over a three year period are described.     

盲童家庭教育的调查与对策

对盲童来说,良好的家庭教育是其健康成长的重要环节,家长同学校教师共同担负着教育康复的重任。本文举征和分析了盲童学生和健全学生家庭状况的差异及因此造成的不良倾向,提出了在努力提高学校教育质量的同时,积极促进家长形成和树立正确的教育盲童的观念,掌握正确教育方法     

JEWISH TEXTS,EDUCATION AND IDENTITY: INSEPARABLE

The study of traditional Jewish texts is perhaps the single most critical and engaging activity in Jewish education. Students spend the greater part of their classroom time delving into this source material, much of it ancient, some of it recent, in order to gain a better understanding of their heritage and how it relates to them in profound and in routine ways. Jewish educators are deeply aware of the importance of textual study in the curriculum, and it is their concern and their children's needs that were addressed by the 1987 Conference on Jewish Texts, sponsored by the Melton Center at the Hebrew University in Jerusalem. More than 20 educators and psychologists were invited to Jerusalem from widely scattered sites, mostly North American and Israeli, to attend a series of meetings where some presented and all discussed the papers that appear in the present volume. The statements range in substance from the philosophical to the pedagogical and from the original to the traditionally derivative interpretation of textual sources in educational contexts. All are intended to bring a fresh perspective on issues that are as old and vital as Jewish education per se.