Progress to conservation: Conflict or correct answer?

One of the fundamental problems in socio-cognitive conflict theory concerns what it is that leads to cognitive growth. Is it conflict per se, i.e. the fact that two contradictory opinions are brought together, or is it the presence of the correct answer which is essential for growth. In this experiment, dyads, functioning on the same cognitive level, were formed and asked to solve a conservation-of-length task. The classification of the children in the pre-test was not done according to Piagetian norms, but according to Flavell’s appearance-reality (AR) model: AR non-conservers (AR-NC), AR intermediates (AR-I) and AR conservers (AR-C). Many children who would have been scored as non-conservers in a standard Piagetian task, showed an underlying conservation competence and were classified as AR-I. The results of the interaction suggest that conflict does not lead to appropriate change in AR-NC dyads or AR-I dyads. Furthermore, the results suggest that the most effective method for AR-I to become conservers, is to make them think about a problem and then, to create consensus by confronting the children with others who have also reached the correct solution.     

Cultural sensitivity: How important is it for effective home visits?

The implementation of home visits as a technique for involving parents has recently resurfaced. This educational trend has received additional emphasis as the nation attempts to meet the national education goals — particularly the first goal, which states, By the year 2000, all children will enter school ready to learn.Sally A. LaPoint is an Assistant Professor of Early Childhood Education at the University of South Carolina at Beaufort. She also administers the At Risk Early Childhood Family Initiative, located at the historic Penn Center on St. Helena Island, South Carolina. Gloria S. Boutte is an Assistant Professor, Kevin J. Swick is a Professor, and Mac H. Brown is an Associate Professor, Early Childhood Education, at the University of South Carolina, Columbia, S.C.     

The Effects of a School‐wide Behaviour Management Programme on Teachers’ Use of Encouragement in the Classroom

The purpose of this study was to examine the effectiveness of a whole school behaviour management programme on teachers’ use of encouragement in the classroom. Given that the performance of the school has become an important dependent variable in school effects research, it follows that interventions which address behaviour management and the improvement of academic performance, have also taken on a school‐wide focus or orientation. In Australia, where this study was conducted, there has been an increased interest in the use of school‐wide behaviour management and discipline programmes, which are characterized by their focus on improving teachers’ classroom management skills. In the present study randomly selected teachers from schools involved in a school‐wide behaviour management programme participated in an experimental evaluation of the effects of the programme. Continuous data collection indicated that the majority of teachers made increases in their use of encouragement over the course of the intervention. However, observations conducted during a follow‐up phase revealed reductions in levels of encouragement following the withdrawal of the intervention.     

A USA national survey of program services provided by child advocacy centers

OBJECTIVE: Child Advocacy Centers (CACs) are designed to improve the community collaborative response to child sexual abuse and the criminal justice processing of child sexual abuse cases. CACs, in existence for 16 years, now have standards for membership developed by the National Children's Alliance (NCA) that include nine core components. And yet no systematic examination of the CAC model exists. The purpose of this paper was to assess the variations within these core components as they exist in the field. METHOD: Using a stratified random sampling design, 117 CAC directors were interviewed using a semi-structured interview that was based on the NCA's standards for membership. The eight core components of the CAC model examined in this study include: a child-friendly facility, a multidisciplinary team, an investigative child interview, a medical examination of the child, provision of mental health services, victim advocacy, case review, and case tracking. RESULTS: Results reveal the CAC model has been widely adopted by both member and nonmember centers, although variations in implementation exist. CONCLUSIONS: Future developments in the CAC model must include evaluation of the model.     

Globalization, Race and Education: Continuity and Change

This article explores some of the major continuities and changes in policy and practice concerning the inclusion of racial and ethnic minorities ineducation and economic placement in a global economy. It refers to papers given at five sessions of the International Sociological Association's (ISA)four-yearly world congresses, held between1986-2002. In particular it notes educational changes and disadvantages affecting minorities in Britain over twenty-five years. A major conclusion is that education within acompetitive global economy can encourage newforms of racial and social exclusion.     

The GlobalEd Project: Gender differences in a problem-based learning environment of international negotiations

The GlobalEd Project employs a technology richenvironment for high school students who wishto participate in a simulation of internationalrelations and negotiation. A simulationconsists of negotiations on a variety ofinternational policy issues conducted bystudents from 10–15 schools through anInternet-based interface. This study reportsthe findings of 234 high school participants'changes in academic and technologyself-efficacy skills, as well as knowledge,attitudes and behaviors related to academicpreparation and performance, the use ofeducational technology, and associated outcomesfrom participating in a simulation ofinternational relations. The results arediscussed in terms of the current literature onself-efficacy and gender differences incognitive process.     

Disruptive Behaviour in School,Personality Characteristics and Heart Rate (HR) Levels in 7‐ to 9‐year‐old Boys

Disruptive behaviour, as assessed by teachers, is reported as being consistently related to low base heart rates and low reactivity to mild stress. To date, most investigations have used mainstream school samples of boys within the 11‐16 age range approximately. It has been suggested that the predicted low base heart rates for antisocial children may be reversed in younger children. Present findings do not confirm such a trend in boys aged 7 to 9 years. Their responses were similar to those of older children. The implications for further research and the management of children in school are discussed.