Playing with others: Head Start children's peer play and relations with kindergarten school competence

Time-sampled observations of Head Start preschoolers’ (N = 264; 51.5% boys; 76% Mexican American; M = 53.11 and SD = 6.15 months of age) peer play in the classroom were gathered during fall and spring semesters. One year later, kindergarten teachers rated these children's school competence. Latent growth models indicated that, on average, children's peer play was moderately frequent and increased over time during preschool. Children with higher initial levels or with higher slopes of peer play in Head Start had higher levels of kindergarten school competence. Results suggest that Head Start children's engagement with peers may foster development of skills that help their transition into formal schooling. These findings highlight the importance of peer play, and suggest that peer play in Head Start classrooms contributes to children's adaptation to the demands of formal schooling.     

'We're not Sheep': Illuminating the nature of the adolescent peer group in effecting lifestyle choice

This study investigates adolescent peer leadership in the context of health and social education affecting lifestyle choice. Cognate studies are summarised and reviewed and the study reported here is referenced to prior work in this area. The paper reports on a case study of a single school during the first stage of a two-stage study. Interview data illuminate how adolescent peer group members influence and shape the dynamics of the peer group and are in turn influenced by it. This is constructed from the perspectives of the pupils themselves. It is concluded that, while prior research identifies peer leaders who influence the lifestyle choices of members of the reference group, peer leadership is essentially an adult concept. Peer leadership as such is not acknowledged by adolescents as they reflect on and make sense of the social realities of life reflected within the peer group.     

Proper English: Language, Culture and Curriculum

( The text of this paper was first delivered as an inaugural lecture at the University of Nottingham on 3 December, 1992 .)
Every time the question of the language surfaces, in one way or another, it means that a series of other problems are coming to the fore: the formation and enlargement of the governing class, the need to establish more intimate and secure relationships between the governing groups and the national-popular mass, in other words to reorganise the cultural hegemony . (Gramsci, 1985)     

The Patterns of Religious Struggle Among Undergraduates Attending Evangelical Institutions

Of the 900 religiously affiliated colleges and universities in the United States, a sizable portion (approximately 118) are members of the Council for Christian Colleges &; Universities (CCCU). As members of the CCCU, these institutions have a shared commitment to the academic and spiritual development of their students. However, relatively few studies have included data sets with multi-institutional types and longitudinal data. The purpose of this two-part study was to examine the patterns and predictors of religious struggle among traditional undergraduate students attending evangelical institutions compared to those at three other types of institutions. This article addresses the following question: How does the level of religious struggle change between the freshmen and junior years among college students attending evangelical institutions? A quantitative design using the 2004 and 2007 College Student Beliefs and Values Survey (CSBV)—which was last administered in 2007—with responses from 14,527 students attending evangelical, Catholic, other religious, and nonsectarian institutions was employed. Results indicate that significant differences in the levels and patterns of religious struggle exist between evangelical institutions and other types of institutions. Longitudinal measures revealed that students from evangelical institutions experience higher levels of religious struggle compared to their peers at other types of institutions at the end of their junior year. This article is the first in a two-part series and focuses on the patterns of religious struggle among students attending evangelical institutions.