Stability of pupil behavior in short-term classroom observations

In order to determine the point at which successive days of classroom observation results in a reliable sample of behavior, a classroom of 30 kindergarten children was observed over a period of 18 days in four behavior categories. High correlations between running and total averages were obtained around the fourth day, including low base rate behaviors. Implications for subsequent classroom observation studies were discussed.     

Eventual school placement of kindergartners observed as high risk in the classroom

To determine whether children's observable kindergarten behavior might predict eventual educational risk, 40 of 94 children originally observed in their classrooms at the beginning of kindergarten were followed at completion of second grade. The 40 subjects appeared to be representative in that they did not differ significantly from the total sample in terms of original kindergarten classroom behavior, sex, or race. Using four clusters of kindergarten behavior, significant differences were found in eventual special placement and in ratings of teacher anecdotal material. Attending behavior correlated highly with eventual risk, leading to speculation about early identification procedures.     

Congruence between educational attitudes and academic philosophies

Kerlinger's theory of social attitudes asserts that attitudes toward educational practices can be represented by the independent dimensions of progres-sivism and traditionalism. This study focused on the relationship between these attitudes and the philosophies of realism and pragmatism. A sample of 152 graduate students in education completed three instruments measuring educational attitudes and the basic and applied philosophies. Factor analytic results supported a dualistic theory rather than a bipolar theory for attitudes and philosophies. Pragmatists supported the progressive referents of children's interests and social development as educational goals, while realistsy supported traditional concepts emphasizing structure and the learning of content. The results are discussed in terms of the consistency between educational attitudes and a teacher's philosophy.     

Clinical criteria for mainstreaming mildly handicapped children

Although integrating handicapped children into regular classrooms has become well established educational practice, the clinical decision to mainstream a given child should be based on systematic consideration of several factors. Among these are age, pervasiveness and degree of handicap, curriculum, social skills, class size, teacher competency, and family resources. These criteria are discussed, along with various approaches to, and the pertinent evidence for and against, mainstreaming.