Partnership Programs in U.S. Schools: Their Development and Relationship to Family Involvement Outcomes

This study examined data from over 300 U.S. schools on their efforts to develop high quality programs of school, family, and community partnerships. Analyses show that elementary schools, schools with greater support from parents, teachers, and the community; and schools that evaluated progress reported higher quality partnership programs over time. Higher quality programs were associated with wider implementation of parent-child interactive homework, higher levels of parent volunteering, and more parents on school decision-making committees. Results identify factors that could help schools develop quality partnership programs and suggest that these programs translate into higher levels of family involvement in students’ learning.     

A STUDY OF OLDER STUDENTS ATTENDING UNIVERSITY CLASSES

Recently, March, Hooper, and Baum (1977) described a sample of 99 nonstudent elders in terms of their demographic characteristics and their attitudes toward lifelong learning. The sample was found to be well‐educated (mean years of education = 13.61, SD = 9.43), active in the community, well‐read, and fairly affluent. The majority demonstrated a quite open attitude toward the appropriateness of formal education in old age, but also felt that learning can be acquired outside the classroom: “living is learning.”

The present study was undertaken to similarly describe a sample of elderly people enrolled in the University of Wisconsin guest student program, and to contrast these respondents with those in the earlier study. The student group was found to be significantly younger than the nonstudent group (mean = 70.78, SD = 7.21 vs. mean = 74.69, SD = 8.45; t = 2.87, p < .001). Although there is no difference in the mean years of education of the two groups, there is significantly greater variability in years of education in the student group (F = 10.98, p < .001), with 50.4% of the nonstudent group versus 21.6% of the student group having 12 years of education or less. Additionally, it was found that only 10 of the 139 student respondents did not have either personal or vicarious personal (through familial significant others) experience with higher education in youth.

The respondents’ stated preference for class format and student group age is also summarized, and some implications for educational gerontology are discussed.     

Reaction to spatial novelty and exploratory strategies in baboons

Exploratory activity was examined in 4 young baboons with the aim of investigating the type of spatial coding (purely geometric and/or by taking into account the identity of the object) used for the configuration of objects. Animals were individually tested in an outdoor enclosure for their exploratory reactions (contact time and order of spontaneous visits) to changes brought about to a configuration of different objects. Two kinds of spatial changes were made: a modification (1) of the shape of the configuration (by displacement of one object) and (2) of the spatial arrangement without changing the initial shape (exchanging the location of two objects). In the second experiment, the effect of a spatial modification of the global geometry constituted by four identical objects was investigated. Finally, in the third experiment, a substitution of a familiar object with a novel one was performed without changing the objects’ configuration. The baboons strongly reacted to geometrical modifications of the configuration. In contrast, they were less sensitive to modifications of local features that did not affect the initial spatial configuration. Analyses of spontaneous exploratory activities revealed two types of exploratory strategies (cyclic and back-and-forth). These data are discussed in relation to (1) the distinction between the encoding of geometric versus local spatial features and (2) the spatial function of exploratory activity.