Self-instruction training: A potential tool for school psychologists

Self-instruction training is a cognitive-behavioral approach to self-control in which children are taught to use covert speech to modify their own behavior. The potential effectiveness of self-instruction training as an intervention technique for school psychologists to enhance student academic and/or social behavior in the classroom is the focus of this review. Research results addressing the practical issues of how, when, and with whom to use this strategy, its generalizability, and its long-term and comparative effectiveness are presented. Implications for further research in the schools are discussed.     

Current Issues in Pastoral Management

REVIEW ARTICLE

The Health-Related Behaviour Questionnaire Service from the Schools Health Education Unit: Some Comments on the Review by Lambourn, reviewed by Davis Regis

REVIEWS

The Effective Teacher, by Cedric Cullingford. London: Cassell, 1995. 205pp. pb ISBN 0 304 33177 5, £13.99, hb ISBN 0 304 33180 5, reviewed by Don Baines

Cooperation in the Multi-Ethnic Classroom: The Impact of Cooperative Group Work on Social Relationships in Middle Schools, by Helen Cowie, Peter Smith, Michael Boulton and Rema Laver. London: David Fulton Publishers, 1994. 214+viiipp. pb ISBN 1 85346 284 5, £14.99, reviewed by Andrew Wright

Areas for Growth, by James Hanratty. Cambridge: Cambridge University Press, 1994. 108pp. pb ISBN 0 521 46910 4, £25.95, reviewed by Joy Widdows

Refugee Children in the Classroom, by Jill Rutter. Stoke-on-Trent: Trentham Books, 1994. 288pp. pb ISBN 185856 008 X, £13.95, reviewed by Caroline Lodge     

Murdoch,S. (2007). IQ: A Smart History of a Failed Idea.

Dissertation titles and abstract information contained herein are published with permission of University Microfilms International, and may not be reproduced without their prior permission. Complete copies of the dissertations may be obtained by addressing requests specifying Order Number to University Microfilms International, 300 North Zeeb Road, Ann Arbor, Michigan 48106, or by telephoning 800–521–3042.     

Subsidizing unmediated document delivery: Current models and a case study

New models for document delivery in libraries are emerging as technology enables end-user ordering through electronic interfaces. Recently Colorado State University (CSUL) tested the viability of providing subsidized unmediated document delivery to the entire university community using UnCover2. The project was analyzed and users were surveyed to evaluate the performance of the service.     

The third shadow and hybrid genres: horror,humor, gender,and race in Alien Resurrection

Alien Resurrection (1997) heightens the movements across dark humor and horror, and enables more pronounced and complex conjunctions across the three types of shadows put forward by Rushing/Frentz and Picart, particularly in the case of the monstrous female characters like Ripley and Call. These characters bisociate the realms of first shadow (female bodies), second shadow (products of technology), and third shadow (fearsome female freedom fighters). Nevertheless, both live—a rarity among Frankensteinian cinemyths. Alien Resurrection enables us to glimpse, through a glass darkly, other ways in which the gendered and raced complexities of the Frankenstein cinematic myth may be traced.     

'It was Better than Sitting in a Group and Talking'. An Evaluation of a Film-Making Project with Young People in Trouble or 'At Risk' in School

This paper will explore some issues raised by an evaluation of a Scottish video making project which works with young people in trouble or 'at risk' in school. In the paper we reflect on the problems of evaluating work with troubled and troublesome pupils and on the difficulties of both collecting and presenting appropriate evidence. It offers a contribution to continuing debates over educational exclusion and inclusion and to the research literature on strategies for supporting young people in school. The paper also raises key questions about the planning and evaluating of support services for young people by schools.