Differences in Social Adjustment and Classroom Behavior Between Children Retained in Kindergarten and Groups of Age and Grade Matched Peers

Children are routinely retained in kindergarten because of perceived academic and social difficulties. The current study compared retained children with matched samples of age and grade mates using teacher ratings as an index of their social and academic skills. Retained children showed decreased conduct problems and shy-anxious behavior over time compared to a matched set of initial kindergarten age-mates. Compared to a matched group chosen during the repeated year, retained children did not differ on problem behaviors but showed lower tolerance for frustration and poorer work habits at the end of first grade. Compared to themselves over two and a half years, retained children showed reductions in behavior problems and task orientation while their tolerance for frustration and peer relations remained unchanged.     

Identity and Environmental Education

In exploring the relevance of 'identity' and its politics to environmental education research, this article describes how issues pertaining to personal identity might be understood, both conceptually and empirically. Second, it emphasizes how the postmodern phenomenon of 'identity-seeking' in a steadfastly consumer culture is relevant to unresolved questions about the critical aspirations of environmental education. It concludes with recommendations for research, curriculum and pedagogical development about how the 'intelligent body' might be utilized in inquiry to clarify the connections of the politics of identity processes and the environmental problematic.     

Sleep Tight,Act Right: Negative Affect,Sleep and Behavior Problems During Early Childhood

Temperamental negative affect and insufficient sleep have been independently associated with behavior problems during early childhood. However, it is unknown whether these factors interact to contribute to behavioral difficulties in young children. The current study examined the interactions between temperamental negative affect and both sleep onset time and sleep midpoint, assessed by actigraphy, in predicting externalizing and internalizing behaviors in a sample of 117 children (34–69 months of age). Children with high temperamental negative affect and either later sleep onset time or later sleep midpoint were more likely to exhibit externalizing and internalizing behaviors. These results emphasize the association between temperamental negative affect and behavioral difficulties, particularly for children with insufficient sleep.     

Reactions of professors to retirement: A comparison of retired faculty from three types of institutions

Dorfman et al. (1982) compared the professional activities of retired professors from liberal arts colleges, a comprehensive university, and a major research university. This companion piece based on the same survey compares the professors' reactions to retirement. Results show that a majority of faculty from all types of institutions plan for retirement, are positive about retirement, and give suggestions for institutional retirement policy. The retired professors recommend the following: (1) help in planning, (2) more information about retirement, (3) support for continued work, (4) gradual retirement. Major differences among institutions are the following: (1) comprehensive university faculty plan for retirement more than do faculty from the other institutions, (2) faculty from both universities begin financial planning at a younger age than do faculty from the liberal arts colleges, (3) research university faculty miss work and like having time to spend on professional activities more than do faculty from the other institutions.     

Learning computer programming at a distance

Several strategies for distance education in computer programming are described with particular reference to the provision of computing facilities and the integration of theory and practical work. Experience from two years of presentation of two different courses has shown that the most satisfactory results are obtained with portable stand‐alone microcomputers loaned off‐campus, and course design based on a modified Keller plan in which each unit has interactive practical exercises preceding the discussion of theory topics.     

Post-metatheorizing Environmental Behaviours in Environmental Education

A five-participant dialogue is constructed using Kollmuss and Agyeman's (2002) model of pro-environmental behaviour, Stern's (2000) coherent theory of environmentally significant behaviour, the Hart and Nolan (1999) and Rickinson (2001) critical reviews of the environmental education research literature and this repondent's views. The dialogue demonstrates how metatheoretical development might selectively sensitize and circumstantially advance the practical aspirations of environmental education.     

Less Hope,More Paint: On the Political War Being Waged in Urban Contexts

Abstract

In this response to the call for transformative models of teaching students in urban contexts, the author presents his own experiences in becoming a critical pedagogue, the path that led him there, and three models of classrooms that he sees in such contexts. He emphasizes the need to reject an apolitical stance in urban education, and provides a brief example of such a classroom learning environment.     

Teachers' Perceptions of Classroom Competencies over a Decade of Change

A study of four teacher samples, surveyed between 1991 and 1998, has investigated similarities and differences in teaching styles, classroom behaviours and reactions to changes between teachers nominated by their students as influential on study decisions and non-nominated classroom teachers. Differences and similarities in response of teachers over a decade marked by significant changes in policy and practice have also been examined, especially with regard to the conflict between economic rationalist/instrumental and humanistic/ affective ideologies evident in education which has intensified in recent years. Similarities between the 'exemplary' and broadly representative classroom teachers in terms of classroom ideals, constructs of teaching competencies and teaching styles are observed, along with the persisting commitment to student-centred repertoires, despite external organisational pressures. Complex responses to change are noted, including a slight reduction in stress of most recent teacher cohorts over the period, with a continuing high level of work fulfilment.