Individual differences in habituation rates and object concept performance.

The scores from object concept tasks for 15 infants at 14 months of age were analyzed with respect to their habituation rates at 4 months of age. Partitioning of the data according to subjects categorized as fast and slow habituators brought some organization consistent with the notion that the former are more advanced than the latter. Statistical differences between groups did not obtain, but a significant correlation between ranked task scores and habituation ratios offers some support to the interpretation. The possibility of using habituation rates or ratios as an index of differences in processing, perhaps with some predictive value, may be considered if further evidence of relations to later cognitive performanceis found.     

Perceptions of Inequality: primary school children's discourse on social class

This paper is concerned with the role of education in promoting social justice. It deals specifically with the development of children's understanding of social class, not because this particular form of inequality is considered more important than any other, but because of the inadequacies of extant research. It is argued that unless we know how children think about social class differentiation, we will not be able to engage effectively with their misconceptions. One hundred and sixty‐one children drawn from across the social class spectrum and aged between 6 and 11 were asked various questions and presented with a number of moral dilemmas pertaining to social class inequality. Age‐related trends in their responses are identified and the policy implications discussed.     

Teaching about the Holocaust: a consideration of some ethical and pedagogic issues

The Holocaust is now part of the history curriculum for all 11‐14 year‐olds in maintained schools in England and Wales. This paper directs attention to some of the ethical and pedagogic issues involved in teaching the subject. In particular, concern is expressed at the dangers of teaching it in ways likely to promote anti‐Semitism. Other ethical issues raised include the extent to which freedom of speech should be permitted in the classroom; the merits or otherwise of drawing children's attention to Holocaust denial; the lengths to which teachers should go in introducing children to inherently painful subject matter and the rights of parents to withdraw their children from this part of the curriculum. The question of whether to accord teachers a similar right of withdrawal is also addressed. The chief pedagogic concern of the paper is the failure of existing Holocaust curricula to take cognisance of the way children conceptualise Jewish culture and identity. Findings from some small‐scale research in this area are reported and their implications discussed.     

Free agent learners: the new career model and its impact on human resource development

Changes in the job market are affecting how employees view their current positions and careers leading to more employees (so-called ‘free agents’) developing portfolio careers. To maintain their long-term employability, free agents need to continually enhance and expand their expertise, knowledge-base, reputation and networks, and it has been argued that this will influence how employees view and approach their workplace learning. This article reports the findings of qualitative research aimed at exploring the free agent concept, the implications for workplace learning and the implications for human resource development (HRD) functions in organizations. The research used a convenience sample of 11 organizations from three continents, with data collected from senior HRD executives through telephone and face-toface interviews and e-mails. The results highlighted how some employees are changing their attitudes towards workplace learning, particularly those considered ‘high potential’ or working in ‘high tech’ positions. The research also identified how organizations are increasingly viewing learning as a means of attracting and retaining high quality employees, with implications for HRD functions in terms of a greater emphasis on delivery methods for learning beyond traditional training and greater emphasis on career development activities.     

The 2002 Conference on the Future of School Psychology: Implications for Consultation,Intervention, and Prevention Services

In November 2002, the multisite Conference on the Future of School Psychology was sponsored by major professional associations of school psychologists. Conference goals included achieving consensus on current and future demands for school, conceptualizing the practice of school psychology in the face of diminishing numbers and increasing demand for services, and developing an agenda to use school psychology resources to maximize the benefits to the children and schools. Consultation, intervention, and prevention were major themes in all conference activities. The present article provides an overview of the conference and a summary of issues and outcomes from the conference that relate to educational and psychological consultation services.     

Follow-up to the 2002 Futures Conference: Collaborating to Serve All Children,Families, and Schools

Recommendations of the Thayer, Spring Hill, and Olympia conferences are examined as they relate to ways we can support and make positive contributions to students, families, and schools. In the current issue of the Journal of Educational and Psychological Consultation, Hatzichristou and Lampropoulou (this issue), Meyers, Meyers, and Grogg (this issue), Nastasi (this issue), and Wizda (this issue) share important insights that can guide efforts to implement ideas discussed at the recent 2002 Futures Conference. Their ideas, along with literature on the public health model, are discussed. Points are made about the move to evidence-based interventions, as well as the use of Internet technology to facilitate collaboration and follow-up to the 2002 conference.     

Influencing the College Attendance Rates of Hispanics in Texas

A number of policymakers have shifted their attention from the participation rates of Hispanics in postsecondary education to the percentage of this population that completes a baccalaureate degree. Several reports stress that while participation rates have increased, there are continued disparities in outcomes between Hispanic and White college students (President's Advisory Commission on Educational Excellence for Hispanic Americans, 2003 President's Advisory Commission on Educational Excellence for Hispanic Americans . ( 2003 ). From risk to opportunity: Fulfilling the educational needs of Hispanic Americans in the 21st Century . Washington , DC : Author . Retrieved December 14, 2006, from http://www.yic.gov/paceea/final.html  [Google Scholar]; Council of Economic Advisers, 2000 Council of Economic Advisers. (2000). Educational attainment and success in the new economy: An analysis of challenges for improving Hispanic students' achievement . Washington , DC : Author. (ERIC Document Reproduction Service No. ED442890)  [Google Scholar]; Fry, 2002 Fry , R. ( 2002 ). Latinos in higher education: Many enroll, too few graduate . Washington , DC : Pew Hispanic Center . Retrieved December 12, 2006, from http://pewhispanic.org  [Google Scholar]; Vernez & Mizell, 2001 Vernez , G. & Mizell , L. ( 2001 ). Goal: To double the rate of Hispanics earning a bachelor's degree . Santa Monica , CA : RAND . (ERIC Document Reproduction Service No. ED453771)  [Google Scholar]). Although many states have experienced increases in Hispanic postsecondary attendance, such is not the case in Texas—a state with one of the largest Hispanic populations in the country. Figures for 2003 show that 3.9% of Hispanics in Texas were enrolled in some type of postsecondary institution compared to 5.2% of African Americans and 5.6% of Caucasians (Haurwitz, 2005 Haurwitz , R. K. M. ( 2005 , January 25 ). State falling short on college enrollment: Lagging rates for Hispanics a special challenge . Austin American-Statesman . Retrieved January 2, 2007, from http://www.uh.edu/ednews/2005/aas/200501/20050125enrollment.html  [Google Scholar]).