School consultation: The training needs of teachers and school psychologists

This paper describes the roles of teachers and school psychologists and presents an overview of current and prospective methods of providing services to special needs children. On the basis of the literature and professional experience, it is suggested that changes are needed in the provision of special education services. The consultative relationship between teachers and school psychologists is viewed as the key to successful classroom intervention for special needs children. Although each profession brings expertise into the consultative relationship, better training is needed for teachers and school psychologists to ensure that effective intervention strategies are developed.     

Behavior problems of children as perceived by teachers,mental health professionals,and children

The objective of this study was to examine current teacher and mental health professional ratings regarding the relative seriousness of 50 specific children's behavior problems and to compare the results to those found by Wickman (1928). Wickman's questionnaire and procedures were replicated to insure comparability. A second objective was to extend Wickman's work so that children's ratings of their own behavior problems may be ascertained. An increase in the similarity between teachers' and mental health professionals' judgements concerning the seriousness of specific children's behavior problems was found. These findings were attributable to a more pragmatic approach taken by mental health professionals. A very high agreement on the seriousness of specific behavior problem ratings was demonstrated by children and teachers. This similarity may be the result of proximity of effects.     

Constructivist Approaches in a Dual-Language Classroom

Dual-language programs are becoming increasingly popular among educators and the public in general. In these programs, students aim at attaining full proficiency in English and another language while reaching an academic achievement at or above grade level. This article describes a series of pedagogical practices in the context of dual-language classrooms. We set the discussion across three defining characteristics of our constructivist perspective: learning as collaboration, teachers as facilitators, and language and culture as intertwined elements in schools. In sum, we postulate that dual-language programs bring equity to schools.     

Zeitökonomische Aspekte der Nachfrage nach Vereinsleichtathletik im europäischen Vergleich

In a joint project involving European association staff and sports scientists, basic structural data were collected on British, Swedish, Spanish and German athletics clubs to be used for analysis of hypotheses concerning conditions of participation in sports clubs, particularly by children and adolescents. The results showed clear differences in organizational level as well as membership and activity structures in comparisons between European countries and within Germany. The findings revealed the differential functions and significance of sports clubs in the context of the respective institutions and cultures.     

Geschichtswissenschaftliche Annäherungen an die historische Dimension des Sports

The comments in this article are designed to survey productive fields of a contemporary directed history of sport in a heuristic way. These comments represent a resolute plea for an in-depth interdisciplinary access to sport whereby in particular a hermeneutic perspective is seen as being productive. The main question on the meaning which reaches out beyond the performative completion of a sport activity contains an interdisciplinary cultural scientific programme, which must pay equal attention to the historical prerequisites of the narrative form and the medial constitution of such a generation of importance. Historians have also recently turned their attention to the cultural powers of sport. Classical questions on the functionalisation of sport by politics still attract the attention of contemporary history.