Bias among Professionals Who Erroneously Declare Students Eligible for Special Services

A computer simulation program was developed for the purpose of studying the processes diagnostic personnel in the schools engage in when making psychoeducational decisions about students. Initially, the program collected demographic data on 159 participants and assessed their knowledge base in assessment. Bogus referral information for one of sixteen “cases” was then provided and subjects were instructed that they were to make eligibility and classification decisions for the child. They were told that scores and other information (e.g., observations) were available to them on a variety of tests from among seven domains. Although the referral data indicated the student might be evidencing academic or behavior problems, all assessment data indicated a normal or average performance. Fiftytwo percent of the subjects (i.e., 83) declared the “average” child eligible for special education services; their classification decisions were further analyzed. Decisions about the 16 different children were found to be more a function of referral information than child performance data. The outcomes are discussed with regard to implications for the practice of psychoeducational assessment.     

The Development of Productive Thinking Skills in Fifth-Grade Children

A controlled experiment was conducted in forty-four fifth-grade classrooms to investigate the extent to which creativity and problem-solving skills of children could be nurtured through a series of self-instructional programmed lessons. Also studied was the relationship of such skills to (1) learner characteristics (IQ and sex) and (2) classroom “environment” as it may have facilitated creative thinking. Significant differences were found favoring the experimental group (which received the programmed lessons). Improvement in productive thinking skills was found for both boys and girls of both higher and lower IQ. Greater gains were found in classrooms providing relatively little support and encouragement for productive thinking. Also the performance of girls on the productive thinking measures exceeded that of boys and there was a strong positive relationship to IQ.     

Classroom Behavior,Intelligence, and Achievement

In general terms, the problem under investigation is that of determining whether selected teacher characteristics can be used as predictors for the commitment of teachers to a certain approach to the teaching of high school chemistry (Chemical Bond Approach). Teachers attending a summer institute were initially surveyed to determine these characteristics; included in this group were expectations of role related groups, innovativenes characteristics, and personal characteristics. At the completion of the institute, the participants were tested regarding their attitudes toward and their willingness to use the approach. Employing the stepwise regression technique of analysis, two characteristics (perceived disposition of reference group and innovativeness) were found as strong predictors. Pre-institute characteristics were also shown to account for a significant portion of the commitment of teachers to the approach.     

Longitudinal Analyses of Classroom Behavior and School Achievement

Third-, sixth-, and ninth-grade teachers in a Wisconsin county nominated 982 children as consistently displaying socially approved behavior and 568 as consistently displaying aggressive-disruptive behavior in the classroom. Five years after the original nominations teacher grades in English, science, mathematics, and social studies; rank in graduating class for original ninth graders; and STEP scores were obtained. Analyses of covariance (ANACOVA) were made with IQ as the covariate and behavior, grade, sex, and home location as the independent variables. The results indicate clearly that the children whose behavior was aggressive and disruptive in the classroom achieved at significantly lower levels than their socially approved peers.     

Moving Bodies: Kenneth Burke at the Edges of Language

In 1923 the emerging Chinese advocates for the development of science successfully launched a war against the so‐called “metaphysical ghosts,” who believed that science was inadequate to address the fundamental questions of human life. An important and far‐reaching spiritual effect of this “holy war” was to give rise to an attitude of religious zealotry toward the worship of science in China, a nation that had not yet experienced the baptism of science in the early twentieth century. This essay explores one profound source of this spiritual appeal by examining the campaign for science in the context of the Chinese tradition of Dao‐discourse and by viewing this campaign as an estimable effort to maintain this sacred form of discourse. This approach has implications for an ignored study of the rhetoric of scientific popularization in a cross‐cultural context.     

Climbing the academic ladder: A critique of provincialism in contemporary rhetoric

Finding its place in the Sun, rhetoric has been corrupted by its own unexpected success.     

A Vernacular Republican Rhetoric: William Manning's Key of Libberty

Our analysis of farmer and tavern-keeper William Manning's 1798 Key of Libberty extends the concept of American republican rhetoric to include both elite and vernacular forms. We find that the key components of Manning's vernacular republicanism are: an aggressive use of the rhetoric of critique; the demand for transparency in public argument; the rejection of elite leadership; and the belief that decisions must be made in the interest of the common good. We compare vernacular to elite republicanism and conclude that the vernacular perspective has endured in American reform rhetoric.     

Introduction—The Case for Integration and Collaboration,Reprise

We shall some day be heeded, and when we shall have our amendment to the Constitution of the United States, everybody will think it was always so, just exactly as many young people believe that all the privileges, all the freedom, all the enjoyments which a woman now possesses always were hers (Susan B. Anthony on February 15, 1894). (Sherr, 1995, p. xi)     

SPIRITUAL FORMATION AS SOCIAL: TOWARD A VYGOTSKYAN DEVELOPMENTAL PERSPECTIVE

Spiritual formation is a critical concern for any Christian religious educator. While Scripture provides a depiction of spiritual growth, we have often turned to the developmental theorists to better understand the ecology of spiritual formation. One neglected voice in this instance is the late Russian developmentalist Lev S. Vygotsky. His unique perspective on human cognitive development provides an alternative to traditional developmentalism, and additional insight into the ecology of spiritual formation. This article will endeavor to explain the role of developmental theories in understanding spiritual formation, the developmental theory of Vygotsky, and its implications for our understanding of spiritual formation and Christian religious education as a means of advancing it.