Developmental issues in cognitive mapping: the selection and utilization of environmental landmarks

2 studies were conducted to investigate developmental differences in the ability to select and use environmental landmarks for cognitively organizing distance information from a walk. In experiment 1, second-grade, fifth-grade, and college subjects viewed a simulated walk and selected scenes that were high in potential landmark value. In experiment 2, children from the same grade levels first viewed the walk and then ranked distances among either the test scenes most frequently selected by their peers or those selected most frequently by adults. Results indicated that (a) adults and children may not spontaneously select the same features as real-world landmarks; (b) children are less capable than adults in judging the value of potential landmarks as distance cues; and (c) the ability to use environmental landmarks as cues for distance information developmentally precedes the ability to assess this potential information value.     

A case for collaboratives: Turning around the Bronx public schools

This article chronicles pace-setting collaborative educational programs which are succeeding in turning around Bronx public schools. It focuses on the results achieved when corporations, universities, cultural institutions, and health-care facilities become partners with the public schools to share their expertise, sophisticated technology, and superior financial resources with the city's children. The marshalling of new resources from outside the school establishment in support of a number of initiatives has set public education in the Bronx on a new course. The transformation of many troubled neighborhood high schools into theme schools which feature a particular career preparation has already brought dramatic changes in the borough's dropout rate and raised the aspirations of large numbers of students.     

Professional Cultures and Collaborative Efforts: A Case Study of Technologists and Educators Working for Change

The need for those working in a variety of settings to interact effectively with technical experts has grown dramatically in recent years as computers have become essential to the performance of an increasing broad range of professional work. This article presents a case of this sort of interprofessional interaction, exploring the process and outcomes of collaboration between technical professionals and educators working to bring Internet access to an urban public school district. Drawing on field note and interview data, the case reported here illustrates how differences in institutional routines and professional values can generate differing agendas, contrasting assumptions, and contrasting expectations concerning project products and outcomes among collaborators from different professional worlds. In the case we describe, these differences affected such central matters as the types and usefulness of technical resources to which users had access as well as users' confidence in the technology. The case also illustrates how aspects of this interprofessional conflict were addressed through an organizational change. The kinds of issues that arose in this project are likely to occur in a variety of professional settings; therefore, examination of this case provides insight into a variety of issues and dynamics that should be considered when embarking upon or analyzing any interprofessional collaborative effort, and particularly one that involves technical professionals.     

Building a Successful Adult Life: Findings From Youth-Directed Research

Abstract

Although transition outcomes for youth with disabilities have shown some improvement and transition support practices have been identified, many young people continue to face transition barriers that preclude their full participation in key adult life activities. While research efforts have largely been professionally driven, there is emerging literature suggesting that the use of participatory, empowerment methodologies may bolster the identification of appropriate research methods and useful solutions to problems, as well as promoting the application of findings to accomplishing practice and policy improvements. The purpose of this study was to use a youth-directed, participatory action methodology to investigate youths' perceptions of the value of transition promotion experiences identified as effective by professionals, and to examine the level at which youth with disabilities participate in those experiences. A survey was developed and administered to 202 young people with disabilities by leaders from the National Youth Leadership Network. Findings indicated that youth generally endorse the importance of validated transition promotion practices; however, they reported having limited opportunity to participate in them. Implications related to the use of participatory action methodologies and needed practice and policy improvements are discussed.     

When is a song a song? The development of singing in early childhood

During the second year of life, babies actively play with sounds they produce. Their sound-play often has musical qualities such as pitch, rhythm, and melodic contour, but it is not the same as singing. Singing is a complex activity, one requiring skills that usually take the entire preschool years to develop.Lyle Davidson is a professor at the New England Conservatory of Music, Boston, MA. W. George Scarlett is a professor of child psychology at Assumption College, Worcester, MA. The research reported on in this article is based on work done at Project Zero, Harvard School of Education, Cambridge, MA.The research reported here was part of a larger study of early symbolization carried out at Project Zero, Harvard School of Education, and funded by the Spencer and Carnegie foundations. The results of this larger study will appear in a formthcoming book,The Making of Meanings, edited by Dennie Wolf and Howard Gardner.