Dependency on elementary school caregivers: The role of parental intrusiveness and children's separation anxiety

A theoretical model of children's dependency on teachers and other caregivers in elementary school was tested and supported in this study. Based on attachment theory and social‐cognitive theory, parental intrusiveness and children's separation anxiety were hypothesized to heighten dependent behaviors with school caregivers. Families of children in Grades K–5 participated. Parent‐ and child‐report measures with good psychometric properties were employed. Parental intrusiveness and children's separation anxiety were associated with clingy, dependent relationships with school caregivers in cross‐informant correlational analyses. Intrusiveness and separation anxiety jointly accounted for 18%–29% of the variance in dependency scores. Results are consistent with attachment models of continuity between parent–child relationships and relations with other caregivers. Practice recommendations for teachers and school providers are given. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 823–837, 2007.     

A beautiful house built on sand. what makes e-communication Projects Succeed – and why are they still so rare?

Abstract

Case studies of email and video conferencing projects between partners in educational institutions in England and France are presented as a means of identifying the key issues that lead to the success of such activities. The writers, all of whom have a long history of being involved in such projects with schoolchildren and teachers, then consider the continuing failure of most educational institutions to make appropriate use of such technologies and practices despite the growing evidence for their efficacy. They suggest that key issues to be addressed include access to technology, support for teachers, understanding of pedagogical potential and the structuring of projects.     

Mature Graduates II: Occupational attainment and the effects of social class

This paper compares occupational attainment among mature graduates, both male and female, from working-class origins with outcomes for mature graduates from middle-class origins. Data from the General Household Survey, (1982-1992) was used yielding 4265 male and 2869 female early graduates, 700 male, and 448 female, mature graduates. It was found that proportionately more people from working-class than middle-class origins study as adults than at the school leaving stage. Nonetheless, mature graduates from middle-class origins still outnumber those from working-class origins. However, it was found that people from working-class origins had increased their take-up of higher education as mature students over time and are reaching parity with people from middle-class origins. Working-class mature graduates are more likely to have studied in less prestigious institutions and at an older age than middle-class mature graduates, although the effects are small. These characteristics were associated with lesser occupational attainment. Working-class mature graduates are similar to middle-class mature graduates in appearing to have the faster promotion rates than early graduates, thus making up some initial career disadvantage.     

“Communicate Through the Roof”: A Case Study Analysis of the Communicative Rules and Resources of an Effective Global Virtual Team

Challenges to effective collaboration are magnified when work teams are composed of geographically distributed members. Team members separated by time, distance, and culture often struggle with issues of trust, conflict, and potentially divisive subgroups. With global virtual teams becoming increasingly common in organizations, it is important to understand how to minimize such interactional difficulties. This study examines rules and resources that members of a corporate global team draw on to structure their interactions. In this case study, team members draw on highly ritualized actions prescribed by their software development process and their enacted values to mitigate their communication challenges.     

Reading problems worldwide

Conclusion In every country surveyed, there was an awareness of both the existence and the needs of intelligent children with specific reading and learning disabilities. In those nations where no special educational provisions are as yet made to assist these children, many people are attempting to bring this matter to the attention of the appropriate educational or governmental authorities. Most of the industrialized nations now have at least some special programs for these children and it appears that there is a rapidly growing movement to develop similar programs in other countries. There is reason to feel optimistic about future developments in helping children with reading problems worldwide. This paper was presented at the 27th Annual National Conference of The Orton Society, New York City, November 1976.     

Stages of a cyber-writing partnership

New technologies are changing what we understand by distance and what we interpret as personal relationships. “Working together” is a phrase with a whole new set of relationships in this networked universe. In this article, two writers, who collaborated on a project long before they ever met face to face, describe the challenges of building up a writing relationship in the comparative vacuum of the ether. They describe what happened when, partway through the extended writing project, they finally met and got to work in the same room for a few days, and then consider what happened subsequently. They draw from their own experience of collaboration some principles for the development and support of collaborative writing in school.     

The Measurement of Child Behavior in Terms of Its Social Stimulus Value

This study proposed to determine the policy of a single university department concerning admissions to the doctoral program. A Q-sort technique was used with several attributes of each graduate listed on an index card. The twelve members of the graduate faculty rated each graduate by placing a profile into one of seven piles. The number in each pile was fixed. Each rater’s policy was captured by using multiple linear regression. With the use of the Judgment Analysis technique (JAN), the raters were placed into appropriate clusters, and it was found that at least two separate judgment systems were present.