Self reference in interpretive performance

Self reference, the capacity of language to “talk about itself”, provides a useful paradigm for understanding, directing, and performing oral interpretation. An analysis of the various relationships and interactions within this art form reveals dimensions of self reference, that feature of language which transforms a system of discursive symbolism into a presentational literary art form. To the degree that oral interpretation capitalizes on this reflexive power of language, the transformation is most complete in this literary art form.     

Learning Disabilities and the LRE Mandate: An Examination of National and State Trends

This study was conducted to examine changes in the identification rates and national and state placement practices for school age students with learning disabilities (LD) between 1990–1991 and 2008–2009. Findings revealed that while identification rates of students with LD declined by about 4 percent during this time, general education placements increased over 166 percent, pullout placements declined by more than 50 percent, while students educated in highly restrictive separate class and separate school settings declined by approximately 60 percent. Unlike earlier studies, most states made at least some progress toward educating students with LD in less restrictive settings. Much of the change in placement practices for students with LD occurred since 2000.     

Teachers' reports of student misbehavior in physical education

Classroom management, and, more specifically, the management of student behavior, is an essential skill for and central concern of physical education teachers. Surprisingly little information is known, however about the specific nature of student behaviors that might negatively affect the class environment. The purpose of this study was to examine teachers' reports of student behaviors that may create management issues in physical education classes. Over 300 teachers representing a range of grade levels and school contexts completed a survey related to the frequency of potentially negative student behaviors. Many types of misbehaviors were reported, but the most common were mild. Teachers' reports varied by sex, years of teaching experience, and school context.     

A test of the poor leader-member relation cells of the contingency model on elementary school children.

The problem was to investigate the 4 poor leader-membrane relation cells of Fiedler's contingency model on fourth-grade elementary school groups. High and low least-preferred co-worker (LPC) leaders with strong and weak power were compared on structured and unstructured group tasks. When the task was structured, high LPC leaders were more effective than low regardless of position power. For the unstructured task, high LPC leaders were more effective than low for strong position power on 2 of 4 measures used, while low LPC leaders were more effective than high for weak position power on 1 of 4 measures.