The impact of a college counseling program on economically disadvantaged gifted students and their subsequent college adjustment

The impact of a college and career counseling program on economically disadvantaged gifted students and their subsequent college adjustment was assessed. Fifty‐five students from public high schools in a major urban school district in the midwest were compared to a group of economically advantaged students who participated in a special summer program for high school students at a private midwestern university. Results indicate that both before and after the program, the groups were similar with respect to the basis for their college choices, motivation to attend college, and career readiness. The economically disadvantaged students changed their plans to finance college as a result of the program and expected college to be significantly more lonely. A three‐year follow‐up revealed that economically disadvantaged gifted students were more likely to enroll at in‐state colleges, to experience college as significantly more boring, dull, and snobbish, and to have more difficulty adjusting socially and forming attachments to their universities.     

Naturally Acquired Mentoring Relationships and Young Adult Outcomes Among Adolescents with Learning Disabilities

We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self‐esteem, and reported a higher overall number of positive outcomes than nonmentored youth. Mentorship by teachers/guidance counselors was associated with larger differences in high school graduation rates and self‐esteem compared to nonmentored youth whereas mentorship by nonteachers was associated with smaller changes in self‐esteem and no differences in high school completion rates. Future research should include more in‐depth, objective assessments of youths’ learning disabilities, consideration of interactions with concurrent risk factors, and efforts to clarify optimal strategies for mentoring support of YLD.     

哲学原理在数学理论中的体现及在教学中的应用

数学与哲学有着许多的内在联系,数学定律中蕴含着哲学,同时哲学又指导着数学的发展。把辨证唯物主义寓于数学教学之中,运用哲学原理指导数学学习,使学生能在理解和掌握所学数学知识的同时,理解和掌握辩证唯物主义的精髓,逐步做到主动改进方法, 增强能力,从本质上提高数学学习的水平和质量。     

Social and Emotional Functioning of Children with Learning Disabilities: Does Special Education Placement Make a Difference?

Children with learning disabilities in four types of special education settings were compared in terms of social acceptance, number of friends, quality of relationship with best friends, self‐concept, loneliness, depression, social skills, and problem behaviors. Two of the placements (In‐Class Support and Resource Room) were for children with mild to moderate learning disabilities and involved between 30 and 90 minutes of special education per school day. The other two placements (Inclusion Class and Self‐Contained Special Education Class) were designated for children with severe learning disabilities and involved at least a half‐day of special education. Children in the more inclusive placements had more positive social and emotional functioning. Children receiving In‐Class Support were more accepted by peers, had higher self‐perceptions of mathematics competence, and fewer problem behaviors than children receiving Resource Room Support. Children in Inclusion Classes had more satisfying relationships with their best school friends, were less lonely, and had fewer problem behaviors than children in Self‐Contained Special Education Classes.     

Gramsci's challenge to the politics of the left in ‘Our Times’

This article offers a detailed discussion of the writings of Antonio Gramsci, one of the founders of the Italian Communist Party. Gramsci's writings, and secondary source accounts of these, have had a profound influence in many areas of ‘radical’ adult and community education in the United Kingdom and elsewhere. The article attempts, by returning to Gramsci's original texts and by interpreting them within his own ‘leitmotiv’, to challenge many of the current applications of his thought within radical education and ‘left’ political practice. The former types of applications are normally filtered through the political and academic writings of the latter; therefore the challenge offered, on behalf of Gramsci, is directed primarily at these.