Classroom behavior and family climate in students with learning disabilities and hyperactive behavior

The present study aimed to identify subtypes of the learning disabilities (LD) syndrome by examining classroom behavior and family climate among four groups of Israeli students ranging in age from 7 to 10 years: 22 students with LD and hyperactive behavior (HB), 22 nonhyperactive students with LD, 20 nondisabled students with HB, and 20 nondisabled nonhyperactive students. Schaefer's Classroom Behavior Inventory and Moos's Family Environmental Scale were administered to teachers and mothers, respectively. The results revealed that higher distractibility and hostility among both groups with HB differentiated between the two groups with LD. Families of children with HB were reported as less supportive and as emphasizing control less. The academic competence and temperament of the nondisabled students with HB were rated as similar to those of the two groups of students with LD. Both groups with LD were characterized by dependent interpersonal relations and by more conflictual families who fostered more achievement but less personal growth.     

Loneliness,Coherence and Companionship among Children with Learning Disorders[1]

This study investigated children's perceptions of themselves and their social world when experiencing academic failure. Three groups of 7‐10‐year‐old students were examined: 94 children with learning disorders who received remedial learning in resource settings, 65 low achievers and 71 average achievers. Results demonstrated that both groups who failed in school and their teachers rated them as demonstrating higher levels of disruptive and hyperactive behaviours, reported more loneliness, less coherence, lower peer acceptance and different patterns of friendship qualities than average‐achieving peers. Examination of the subgroup demonstrated that these results were consistent through three assessments. Findings were discussed in terms of the salutogenic model and empowering intervention planning.

     

The educational-cultural edge: A participative learning environment for co-emergence of personal and institutional growth

The paper addresses the failure of the Professional Development Schools movement in bridging the cultural gap, existing between schools and academic institutions. A model, based on the ‘ecological edge’, is suggested. It is believed that this metaphor has a higher potential for constructing collaborative communities because of the unique nature of ecological edges as environments of growth and change. The paper describes an edge community that was constructed between a school and a teacher education program, the new grounded understandings and knowledge that emerged within this community and the diffusion of these to the core institutions. The concept of boundary objects is suggested as the medium through which new understandings are promoted.