bluuebunny/crossref_metadata_2025 huggingface dataset:
Dynamics of the 2000 Republican Primaries
Authors: Hagen Michael G. , Johnston Richard , Jamieson Kathleen Hall , Dutwin David , Kenski Kate
Published: July 2017

The 2000 presidential primaries were among the liveliest in recent memory. This article is the authors' first account of the changing fortunes of the candidates from the Iowa caucuses through Super Tuesday. It is based upon the nomination phase of the Annenberg 2000 Election Surveys, a collection of nearly 32,000 interviews conducted from November through March, nationwide and in special-purpose state and regional studies, on a broad range of political science and communications questions. The analysis of dynamics is facilitated by the survey's rolling cross-section design, in which the day of interview is itself a product of random selection. This account emphasizes the interplay between substantive and strategic contributions to the votes cast at different points in the campaign, between evaluations of the candidates as people and policymakers, on the one hand, and judgments about the candidates' chances of winning a party's nomination and the general election, on the other. The pervasive influence of information is demonstrated. The knowledge voters managed to acquire through the campaign informed both kinds of considerations. The weight voters gave such considerations depends on the store of information they managed to accumulate about the candidates.
Don't Knock the Folks on the Bus
Authors: Dionne E.J.
Published: July 2017

It is important for journalists to write about issues in a political campaign. It is the responsibility of the candidates, however, to make the campaign issue-oriented. This essay examines how journalists report on issues and the value of that reporting. It also inventories the issues addressed by candidates in the presidential campaigns in 2000.
Cascades of Ethnic Polarization: Lessons from Yugoslavia
Authors: Somer Murat
Published: July 2017

By building upon cascades literature, the author offers an explanation for rapid and massive polarization and applies it to the former Yugoslavia. The dominant images of ethnic categories in society change through cascades of individual reactions triggered by traumatic events, ideological shifts, or the activities of ethnic entrepreneurs. Polarization becomes self-propagating if the protagonists of a certain image of ethnic identities, called the divisive image, appear to have reached a critical mass. Downward ethnic preference falsification, people's concealment of their support for the divisive image in public, increases the severity of polarization. The article argues that downward falsification was significant in Yugoslavia before the 1980s due to policies that suppressed the public expression of the divisive image but insufficiently encouraged its elimination in private. In the 1980s, polarization reversed this trend and led to widespread upward ethnic preference falsification, the exaggeration of the support for the divisive image in public.
Culture and Economic Development in South Asia
Authors: Adams John
Published: July 2017

The influence of culture on economic development in South Asia has drawn scholarly interest since Max Weber argued that the rise of Protestantism abetted the origination of capitalism. Weber claimed that the spirituality and otherworldliness of Hinduism, along with its associated caste system, were not compatible with this new economic constellation. This sharp dichotomy posited by Weber and others has not been borne out by India's complex post-independence experience. Castes act as interest associations in India's democracy. India's labor force has become increasingly skilled and differentiated. From the Green Revolution onward, India's farmers have consistently raised yields to meet food needs. Large firms governed within joint families have succeeded in the domestic and global realms. South Asian culture and social patternings are best perceived as a multifarious resource out of which the subcontinent's future will be constructed rather than as universally stultifying features.
Exchange Rates in a World of Capital Mobility
Authors: Wolf Martin
Published: July 2017

All exchange rate regimes create difficulties. But, painful experience has now reinforced the theoretical presumption against adjustable pegs in a world of capital account convertibility. Liberalization of the capital account has forced countries away from the middle ground toward the polar option of free-floating exchange rates, with monetary autonomy, or hard pegs, without it.
The Collapse of Exchange Rate Pegs
Authors: Dellas Harris , Tavlas George S.
Published: July 2017

All pegged exchange rate arrangements are subject to predicaments that cast doubt on the ability of the policy makers to maintain the peg. This article organizes the literature dealing with the fragility of exchange rate nominal-anchor regimes around six fundamental and interrelated problems that can undermine the ability of policy makers to maintain their commitment to an exchange rate peg. It describes the regime-specific characteristics of an international monetary system comprising both floating rates and pegged rates--the operating domain of a nominal-anchor peg--that produce externalities relative to a pure float or a fixed-rate regime. Those externalities can lead to instability for small countries that peg to the currency of a large country, magnify the effects of asymmetric shocks on exchange rates against third currencies, and provide an escape mechanism that may help absolve the policy makers of the disciplinary constraint of a pure peg.
Monetary Unions and the Problem of Sovereignty
Authors: Mundell Robert A.
Published: July 2017

Different types of monetary sovereignty are issues in exchange rate agreements monetary unions. Policy sovereignty refers to independence in making exchange rate and monetary policy, legal sovereignty to a country's ability to make its own laws with respect to the unit of contract and medium of exchange. This article traces the history of the concepts and their applications in the history of political philosophy and monetary policies. The first section relates the concepts of legal and policy sovereignty as they emerged in Roman law into the Europe of the Middle Ages and Renaissance. The second part discusses the implication of the sovereignty issue for choice along the road to the European Monetary Union.
The Road to the Euro: Exchange Rate Arrangements in European Transition Economies
Authors: Hochreiter Eduard , Wagner Helmut
Published: July 2017

This article examines the monetary policy road of the ten candidate countries from central and eastern Europe (CEE-10) on their way to EU accession and ultimately to adoption of the euro. The authors proceed in three steps. First, they describe the evolution of the monetary regime of the CEE-10 since the demise of the centrally planned economic system. Second, they deal with the currency crises of emerging market economies in the 1990s and develop potential lessons for the CEE-10. Third, they delineate the road map for the candidate countries by looking at both formal requirements and economic challenges that these countries have to meet before they can adopt the euro.
International Financial Architecture and International Financial Standards
Authors: Fratianni Michele , Pattison John
Published: July 2017

The international financial architecture literature is concerned with a set of best principles and practices that may lower the risk of financial crises and spillover effects. The financial world has grown enormously more complicated since the end of Bretton Woods. The valuable work of several standard-setting institutions must be judged as minimum requirements for good practice, which are below the perceived needs of the leading financial centers. The paper proposes a "portal" solution, in which the two most important financial centers, the United States and the United Kingdom, set best practices on international financial standards. Since these two centers control access to international markets, and thus, are the conduit of systemic risk, they can establish both the rules for market access and the core regulatory and supervisory framework to deal with international systemic issues. The regulators of the two portals therefore play the fundamental international regulatory role.
Working to Place Family at the Center of Life: Dual-Earner and Single-Parent Strategies
Authors: Hertz Rosanna
Published: July 2017

There are two basic types of work-family strategies: workplace-based strategies and family-centered strategies. In the past, attention has been placed mostly on work policies. This article focuses on members of dual-earner and single-parent families who have actively placed family at the center of their lives. The strategies they adopt depend upon their position in the labor market as well as marital status. Some dual-earner families jointly calculate scheduling and job trajectories while utilizing benefits from both of their employees; others reluctantly coparent because of underemployment. Single mothers who have professional or technical skills try to make special accommodations with bosses or they become contract workers, while less skilled single mothers need benefits in order not to have to work several jobs. In addition, some single mothers have developed extensive networks and advocate for more community support of child rearing. Most working parents committed to keeping their families at the center have pursued nontraditional career paths. Ideologies about families and parenting may shape strategies about employment more often than workplace norms or work-family policies.
Work-Family Backlash: Begging the Question, What's Fair?
Authors: Young Mary B.
Published: July 2017

This article examines current work-family practice and scholarship in light of recent demographic shifts that make employees without children under age 18 the predominant group in the workforce. One consequence of this change is work-family backlash, a controversy over the fundamental issue of what is fair. Organizational justice theory helps illuminate the deep assumptions that underlie both corporate work-life policies and employees' perceptions of their fairness, as data from a qualitative study of work-life issues show. Organizational justice theory can also make a significant contribution to work-family research.
Young Europeans' Orientations to Families and Work
Authors: Lewis Suzan , Smithson Janet , Brannen Julia
Published: July 2017

This article explores the orientations of young people (aged 18-30) to family and employment. We draw on data collected as part of a qualitative transnational study conducted in five European countries: the United Kingdom, Ireland, Portugal, Norway, and Sweden. The young people who participated in this study were either employed, in education or training programs, or unemployed. Some of the salient social and economic trends across Europe and some national differences are first described briefly as background to the study. The meanings that these young adults attach to family, their current work-life priorities, and the work and family arrangements that they envisage for the future are then discussed. In the context of longer periods spent in education or training and the growing insecurity of work, the participants appear to live in an extended present, where current work-life priorities remain sharply in focus. As a consequence of living in an extended present, it is difficult for them to plan for future work and family arrangements. The future scenarios envisaged differ cross-nationally, reflecting social, economic, and ideological context.
The Nonprofit Sector's Responsiveness to Work-Family Issues
Authors: Gonyea Judith G.
Published: July 2017

Although researchers have explored the growth and impact of family-supportive policies in the business sector, there has been a curious lack of attention to the development of family-responsive policies in the nonprofit sector. This article suggests possible explanations for the dearth of such studies, reviews the existing literature, and offers directions for future research examining the kinds of work environments and policies that attract and retain high-quality employees in nonprofit organizations. Such research is critical as a growing number of workers, both men and women, are seeking ways to balance a desire for meaningful work with a wish for fuller family or personal lives.
Lower-Wage Workers and the New Realities of Work and Family
Authors: Lambert Susan J.
Published: July 2017

Changes in both social policy and business conditions make this a critical as well as an opportune time to extend a work family perspective to lower-wage workers and to organizations in the community that, in addition to the workplace, affect the well-being of low-income families. Drawing on literature from the fields of work and family, public policy, and organizational sociology, the author reviews what current research tells us about the special challenges that confront lower-wage workers as they combine work and family responsibilities. Integrating knowledge from these fields leads to concerns about current welfare-to-work efforts and opens up new avenues for improving the prospects of lower-wage workers and their families.
Families and Child Care: Divergent Viewpoints
Authors: Holloway Susan D. , Fuller Bruce
Published: July 2017

The authors outline two perspectives on the respective roles of families and preschools in socializing and educating young children. The family-oriented perspective emphasizes the primacy of parents as educators, moral guides, and nurturers of their children. The early childhood education perspective is more likely to view preschools as independent of the family. This perspective highlights the scientific basis of the early socialization enterprise and emphasizes research on universal developmental sequences. These two perspectives yield distinct responses to important policy questions about child care. Those with a family-oriented perspective advocate obtaining descriptive accounts of parents' goals, values, and practices and creating child care choices that reflect these considerations. Early childhood education advocates are concerned about promoting universal guidelines based upon professional expertise to ensure high quality and feel that parents will select this care if given appropriate education concerning its value to their young children. The authors argue that attempts to improve quality and increase supply must integrate the culturally based preferences of parents with knowledge about universal developmental processes gleaned from research and practice.
Child Care Workers: High Demand, Low Wages
Authors: Whitebook Marcy
Published: July 2017

This article provides an overview of child care employment, identifying its key characteristics and issues impeding the development of a skilled and stable workforce to meet the need for quality early care and education services. Characteristics of child care jobs are summarized, including information about poverty-level earnings, poor benefits, unequal opportunity, and high turnover. Market pressures that depress wages in this sector are explored with particular attention to the impact of welfare reform. Also reviewed are institutional barriers to improving child care jobs, such as insufficient funding, lack of organizational representation, a stark resistance to national program standards, and unsupportive reimbursement and funding policies. The article concludes with highlights of current initiatives to improve child care jobs, including the North Carolina scholarship program, the U.S. Army Child Development Services' Caregiver Personnel Pay Plan, Head Start quality improvement efforts, mentoring and apprentice programs, grant programs, and union and community organizing.
Hiring a Nanny: The Limits of Private Solutions to Public Problems
Authors: Wrigley Julia
Published: July 2017

Dual-career couples in urban areas commonly rely upon nannies or housekeepers to allow them to flexibly combine work and family lives. Highly personalized services allow parents to manage competing demands. Such forms of child care also contain their own tensions and dilemmas, though, in part because they are based on profound social inequality between parents and caregivers. Based on 155 in-depth, tape-recorded interviews with parents and caregivers in the New York and Los Angeles metropolitan areas, dilemmas arising between even parents with egalitarian ideologies and caregivers are analyzed. One dilemma concerns the parents' authority over the caregiver. Parents may want to let the caregiver exercise her own authority and judgment; yet, to the extent that there are class differences between caregivers and parents, there are likely to also be different definitions of quality child care. The second dilemma arises from parents' and caregivers' efforts to maintain some social distance while still wanting commitments that transcend employment obligations. Private forms of child care solve some problems but have limits that must be considered in assessing social policy options.
Current Trends in European Early Child Care and Education
Authors: Tietze Wolfgang , Cryer Debby
Published: July 2017

In this article, selected quality characteristics of the early care and education (ECE) systems in 15 European Union (EU) countries are examined. To understand the systems in their respective national contexts, statistics concerning maternal employment, single-parent families, and birthrates are presented. Issues discussed for each country include the availability and affordability of ECE provisions for parents and children, the level of public support provided for in-home parental care, teacher educational requirements, and the quality of care and education experienced by children. Although several of the EU countries provide adequate services to support families with young children, there are areas that need improvement in many countries. The problems of insufficient services to meet the needs of children under 3 years of age and inadequate funding of ECE services in most of the EU countries are discussed.
Is There a Jurisprudential Future for the Juvenile Court?
Authors: Federle Katherine Hunt
Published: July 2017

This article considers the arguments for abolition of the juvenile court and suggests that its proponents may not go far enough in their proposals to dismantle the juvenile court's delinquency jurisdiction. While eliminating the juvenile court's delinquency jurisdiction may be justifiable given the court's emphasis on punishment and control, any such proposal also must account for the institutional effects on the court. Particularly, proponents of abolishing the court's delinquency jurisdiction on grounds that it is a flawed criminal court must consider whether that criticism also provides justification for abolition of the juvenile court's status offense jurisdiction since status offenders also are subject to state control for their behaviors. Moreover, even if a separate juvenile court is retained, proponents of abolishing the court's delinquency jurisdiction must take into account the institutional consequences of changing the court's caseload. In light of the juvenile court's social control functions, the use of state power and authority over petty and noncriminal juvenile offenders, and the implications for a coherent account of rights, this article suggests that abolition requires a more significant restructuring than has been previously suggested.
Perspectives of Students with Intellectual Disabilities about their Experiences with Paraprofessional Support
Authors: Broer Stephen M. , Doyle Mary Beth , Giangreco Michael F.
Published: July 2017

Perspectives of students with disabilities are notably absent from research about special education paraprofessionah. This study begins filling that gap by interviewing 16 young adults with intellectual disabilities about their experiences attending general education classes with para-professional support. Findings describe the primacy and exclusivity that often exists between paraprofessionah and these students as characterized by four interrelnted themes regarding consumer perspectives of paraprofessionals as: mother, friend, protector, and primary teacher. Although study participants provided both positive and negative perspectives on these four descriptors, each descriptor represents cause for concern. Implications for practice encourage schools to (a) consider the social validity of supports, (b) increase teacher involvement, (c) highlight the importance of listening to students with disabilities, and (d) include them in decisions about their own supports.
Beginning Special Education Teachers' Classroom Reading Instruction: Practices That Engage Elementary Students with Learning Disabilities
Authors: Seo Seonjin , Brownell Mary T. , Bishop Anne G. , Dingle Mary
Published: July 2017

Researchers conducted a study that examined the classroom reading practices of beginning special education teachers and each teacher's ability to promote student engagement. The researchers observed 14 beginning special education teachers over a 6-month period and identified the teachers as most engaging, highly engaging, moderately engaging, or low engaging. Through qualitative data analysis, researchers identified 4 themes related to instructional engagement that differentiated the teachers: instructional quality, responsiveness to student needs, socioemotional climate of the classroom, and student autonomy. Although the most engaging and highly engaging teachers were relatively consistent in demonstrating these themes, most other teachers were not. This article discusses these findings in light of previous research on beginning teachers and makes suggestions for additional research.
Assessing the Transition-Related Strengths and Needs of Adolescents with High-Incidence Disabilities
Authors: Carter Erik W. , Trainor Audrey A. , Sun Ye , Owens Laura
Published: July 2017

Although meaningful assessment is considered the cornerstone of transition planning, little empirical guidance is available to inform this assessment process. This study examined the transition-related strengths and needs of 160 students with emotional and/or behavioral disorders (EBD) or learning disabilities (LD) from the perspectives of special educators, parents, and youth. Teachers rated youth with EBD as evidencing more substantial needs than youth with LD across all 9 planning domains. Student's ratings were significantly higher than those of their teachers and parents. Variability in the extent to which participants reported having sufficient information to assess each domain, as well as the extent to which they considered each domain to be relevant to planning, highlights the importance of incorporating multiple perspectives into transition planning.
Best Friendships of Students with and without Learning Disabilities across Late Elementary School
Authors: Estell David B. , Jones Martin H. , Pearl Ruth , Van Acker Richard
Published: July 2017

Close friendships are important for children's academic achievement and social-emotional adaptation. Extant literature indicates students with learning disabilities are at increased risk for isolation, although little research has been done to examine the development of reciprocated friendships across late elementary school. This 2-year study examined the friendships of 55 students with learning disabilities in general education classrooms and 1,254 typically achieving peers. Results indicate that students with learning disabilities were as likely to have a reciprocated best friend and had as many best friends as their typically achieving peers. However, they retained fewer friendships over time, and were more likely to have friends who also had learning disabilities.
High School Graduation of Students with Disabilities: How Long Does it Take?
Authors: Schifter Laura
Published: July 2017

This study explores the high school graduation experiences of students with disabilities, using data from the National Longitudinal Transition Study-2 (NLTS2, 2010), and asking: (a) After entering high school, on average, how long does it take for students with disabilities to graduate? (b) Is time to graduation different for students with different disabilities? Eight years after entering high school, 72.4% of students with disabilities had graduated—with the maximum conditional probability of graduation occurring 5 years after entering high school. In addition, students' type of disability affected both their conditional probability of graduation in each year and the temporal profile of those probabilities. Limitations of the study, suggestions for future research, and policy implications are discussed.
Predicting School Readiness for Low-Income Children with Disability Risks Identified Early
Authors: Jeon Hyun-Joo , Peterson Carla A. , Wall Shavaun , Carta Judith J. , Luze Gayle , Eshbaugh Elaine M. , Swanson Mark
Published: July 2017

This study examined school readiness at kindergarten entry for low-income children whose disability indicators were identified before age 3. Data were collected as part of the Early Head Start Research and Evaluation Longitudinal Follow-up study. Children who had suspected developmental delays and did not receive Part C services had lower preacademic skill scores at kindergarten entry than those who had no disability indicators. In contrast, the preacademic skills at age 5 of children who received Part C services did not differ from those who had no disability indicators. A large proportion of children who had suspected developmental delays and did not receive Part C services by age 3 received Part B services later. Results highlight the importance of early intervention for low-income children who have suspected developmental delays to enhance their school readiness skills.
Effects of Multi-Tier Academic and Behavior Instruction on Difficult-to-Teach Students
Authors: Algozzine Bob , Wang Chuang , White Richard , Cooke Nancy , Marr Mary Beth , Algozzine Kate , Helf Shawnna S. , Duran Grace Zamora
Published: July 2017

This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and tier placement procedures, scheduling and personnel supports, procedures for ensuring strong implementation with fidelity, procedures for student progress monitoring, and guidelines for instructional decision making. Early literacy skill outcomes for students were the primary dependent measures in reading; schoolwide office discipline referral rate was the dependent measure in behavior. Significant improvement was evident in phoneme segmentation and nonsense word fluency in reading and significant decreases were documented in office discipline referrals across treatment and comparison schools. Significantly higher outcomes were also recorded on required statewide end-of-grade assessments in treatment schools. Implications and caveats concerning effective implementation of the model in other settings are provided. The article emphasizes that changing schoolwide reading and behavior risk requires effective intervention, instruction, and support in both areas.
The Minority Report: Disproportionate Representation in Australia's Largest Education System
Authors: Sweller Naomi , Graham Linda J. , Van Bergen Penny
Published: July 2017

The overrepresentation of students from minority ethnic groups in separate special education settings has been extensively documented in North America, yet little research exists for Australian school systems. The authors of this study systematically analyzed 13 years of enrollment data from the state of New South Wales and found stark, increasing differences in patterns of enrollment between Indigenous students, students from a language background other than English (LBOTE), and non-Indigenous English-speaking students. Although enrollments of Indigenous students in separate settings increased faster across time than did enrollments of Indigenous students in mainstream, enrollments of LBOTE students in mainstream increased faster than did enrollments of LBOTE students in separate settings.
Performance of Students with Significant Cognitive Disabilities on Early-Grade Curriculum-Based Measures of Word and Passage Reading Fluency
Authors: Lemons Christopher J. , Zigmond Naomi , Kloo Amanda M. , Hill David R. , Mrachko Alicia A. , Paterra Matthew F. , Bost Thomas J. , Davis Shawn M.
Published: July 2017

Alternate assessments have been used for the last 10 years to evaluate schools' efforts to teach children with significant cognitive disabilities. However, few studies have examined the reading skills of children who participate in these assessments. The purpose of this study was to extend understanding of the reading skills of this population by administering early-grade word and passage reading fluency curriculum-based measures to a sample of 7,440 students in Grades 3 through 8 and 11. Overall, the performance on curriculum-based measures and the relationship with alternate assessment performance varied based upon disability, grade, and level of alternate assessment. The authors discuss implications for test developers and teachers along with future directions for research.
Peer Modeling of Academic and Social Behaviors during Small-Group Direct Instruction
Authors: Ledford Jennifer R. , Wolery Mark
Published: July 2017

The authors describe an intervention for 3 preschoolers with disabilities who had low peer-related social competence. The intervention taught academic skills tailored to the need of each target student in small groups (triads) with two typically developing peers, using a progressive time delay procedure. Prior to instruction and separate from the students with disabilities, typical peers learned to provide reinforcers for correct responses, and to say “thank you” when a group mate shared. The authors assessed the acquisition of sharing and thanking behaviors during instructional sessions by the preschoolers with disabilities and generalization of these social behaviors to contexts similar to classroom activities for all participants. Results were (a) all participants learned targeted academic behaviors; (b) all participants learned some academic behaviors taught to their peers; (c) participants without disabilities modeled sharing with high fidelity but modeled thanking with lower fidelity; (d) all participants with disabilities shared and less frequently said “thank you” during instructional sessions (although they were never prompted to do so); and (e) participants with and without disabilities shared in art and picnic activities and said “thank you” to a lesser extent, although they were not prompted to share or thank in these contexts.
Effects of Picture Prompts Delivered by a Video iPod on Pedestrian Navigation
Authors: Kelley Kelly R. , Test David W. , Cooke Nancy L.
Published: July 2017

Transportation access is a major contributor to independence, productivity, and societal inclusion for individuals with intellectual and developmental disabilities (IDD). This study examined the effects of pedestrian navigation training using picture prompts displayed through a video iPod on travel route completion with 4 adults with IDD. Results indicated a functional relation between picture prompts on the video iPod and pedestrian navigation skills to and from various locations. Maintenance data indicated all participants continued navigating trained routes for up to 232 days using the video iPod. Generalization measures to untrained routes were positive. Social validity data suggested iPod training was useful and practical for teaching independent pedestrian navigation skills. Last, limitations, suggestions for future research, and implications for practice were provided.
Clinical Service extensions for Rural Area Exceptional Children
Authors: Porter Rutherford B.
Published: July 2017

This is the third of a series of articles on clinical services edited by T. E. Newland, assistant professor of psychology, Northwestern University. Dr. Porter writes from a background of field work in rural Pennsylvania and a combination of teacher training and special education clinical service in teachers college. The views expressed here are, of course, those of Dr. Porter.
Teachers Can Give Too Little Because We Ask Too Much
Authors: Michal-Smith H.
Published: July 2017

“By stating frankly that teachers van and should attempt only what is possible, we hasten the additional service really needed to make the ideal of giving each atypical child fall opportunity, come true”
Reactions to Frustration Among Normal and Superior Children
Authors: Angelino Henry , Shedd Charles L.
Published: July 2017

“What is the effect of frustration on the developing child?

“How much frustration can a child stand?

“Are there certain unavoidable reactions to frustration?”
The emotionally handicapped Child and the School
Authors: Bower Eli M.
Published: July 2017

This is the first of three articles, by the author, on the emotionally handicapped child.
The Education of Physically Handicapped Children in France
Authors: Wallace W. , Taylor Isabelle Wagner
Published: July 2017

Professor A. Trannoy, president Association des Paralysés de France, and member of the Council of the ISWC, gave generously of his time and strength in the collection of the data on which this article is based.
Culturally Deprived Children: Opinions of Teachers on the Views of Riessman
Authors: Groff Patrick J.
Published: July 2017

This study submitted 18 key statements from The Culturally Deprived Child by Riessman to 294 teachers of culturally deprived children. The teachers indicated the extent of their agreement or disagreement with the statements. They agreed with approximately 70 percent of the statements. Their disagreement with 11 of the remaining statements was deemed to be true disagreement and not the result of their lack of knowledge or the unreliability of their opinions.
Speech Differences among Cerebral Palsy Subclasses
Authors: Hammill Donald D. , Irwin Orvis C.
Published: July 2017

Speech adequacy ratings were collected on a nationwide sample of 497 children with cerebral palsy. Differences in speech ability between type of condition, degree of physical involvement, and chronological age were investigated. Significant differences in speech were reported between (a) spastics and athetoids and (b) three levels of physical involvement. No meaningful differences were found with regard to chronological age.
Validation of Tests of Creative Thinking: A Review of Some Studies
Authors: Yamamoto Kaoru
Published: July 2017

A substantive review of some of the recent validation studies in the area of creative thinking suggested that (a) investigators have not come to an agreement as to the most meaningful and practical immediate criteria of creative thinking; (b) every one of the easily obtainable measures including school grades, supervisor and teacher ratings, peer nominations, production records, and psychiatric diagnosis, has shortcomings as a suitable criterion; and (c) more validation studies are urgently needed to establish both empirical and conceptual validities of the current instruments.
Predicting Reading Failure: Beyond the Readiness Model
Authors: Adelman Howard S. , Feshbach Seymour
Published: July 2017

The limited success of investigations directed toward predicting reading failure is discussed. The relative lack of success is attributed to the apparent reliance on a reading readiness model and on procedures which do not assess the impact of the many variables shaping school success and failure. The position espoused here is that a youngster's success or failure in school is most fruitfully seen as a function of the interaction between his strengths, weaknesses, and limitations and the specific classroom situational factors he encounters. A formal hypothesis suggested by this interactional model is offered, and a novel strategy for predicting reading failure is briefly described.
Token Reinforcement Programs in Special Classes
Authors: Axelrod Saul
Published: July 2017

A review of token reinforcement programs in the special education classroom indicates that positive results were almost invariably obtained, even with different types of target behaviors and various kinds of populations. It is suggested that future studies concentrate on devising means of withdrawing tokens without interruption of progress and that greater use be made of reinforcers already existing in the classroom.
Learning Disabilities Among Deaf Populations
Authors: Auxter David
Published: July 2017

This investigation attempted to identify perceptual-motor characteristics which might account for, or attribute to, the differences in academic learning ability in deaf populations of comparable CA and IQ. This exploratory study included an investigation of the following dimensions: sensory avenues of kinesthesis and vision, tasks of hand-eye coordination, gross body coordination, motor speed and planning, physical and motor fitness, and the balancing mechanism. The findings of the study indicated that significant differences existed between the groups on tasks involving muscular strength, motor speed, and motor planning, and also on tasks which involved greater integration of neuromuscular control. No significant differences were found between groups on tasks involving the balancing mechanism or sensory utilization. Comments are made on the feasibility of programs to ameliorate reported deficiencies.
Effects of Instructions on an Individual's Verbal Behavior
Authors: Lovitt Thomas C. , Smith James O.
Published: July 2017

The subject for this experiment was a 9 year old boy with specific learning disabilities. Using experimental analysis of behavior techniques, his verbal responses to pictures were directly affected and controlled by oral instructions. This study involved four experimental conditions and daily as well as pre- and posttest data were obtained. The potential effects of the teacher's instructions to children are discussed.
Personality and Sociocultural Retardation
Authors: Tymchuk Alexander J.
Published: July 2017

This article presents some of the evidence indicating the importance of noncognitive variables in determining how well the socioculturally retarded child will achieve in structured testing and scholastic situations. Socioculturally retarded children come from intellectually and experientially restricted environments, and such environmental restrictions appear to influence the personality structures of these children. They approach formal testing and scholastic situations with poor achievement motivation, with little expectation for success and high expectation of failure, with heightened anxiety, with poor self concepts, and with a need for emotional nurturing. These noncognitive variables influence learning so that consideration must be given these factors along with the consideration given to cognitive variables in formal academic programs.
Expanding the Resource Concept: The Resource School
Authors: Affleck James Q. , Lehning Thomas W. , Brow Kateri D.
Published: July 2017

This article details the administrative procedures, personnel training, curriculum modifications, evaluation schema, and cost involved in the conversion of a school district special education program to a resource school model. Through the cooperation of university personnel and school district authorities, a model program was developed and used as a preservice practicum site. In addition to serving handicapped children, nonhandicapped children with remediable learning deficits were successfully served. Data pertaining to the child population, staff characteristics, and results of summa five evaluations of reading progress are presented.
Relationship Between Modality Preference and Performance
Authors: Waugh R. P.
Published: July 2017

The Illinois Test of Psycholinguistic Abilities was administered to 166 second graders who were classified as auditory or visual learners on the basis of discrepancies in individual test profiles. Four controlled instructional procedures were presented in classroom settings. Two procedures were primarily auditory, and two primarily visual. The 5 percent of the subjects showing greatest preference for visual tests performed equally well on visual and auditory learning tasks. Auditory learners performed equally well on auditory and visual tasks.
The Effectiveness of Psycholinguistic Training
Authors: Hammill Donald D. , Larsen Stephen C.
Published: July 2017

This article reviews the results of 38 studies which attempted to train children in psycholinguistic skills and which used the ITPA as the criterion of improvement. It was concluded that the effectiveness of such training has not been conclusively demonstrated and therefore that the rapid expansion of psycholinguistic training programs seems unwarranted.
Classroom Instruction for Young Spanish Speakers
Authors: Evans Joyce , Guevara A. E.
Published: July 2017

Bilingual instruction for the education of Mexican American children, particularly instruction in Spanish, is a problem in many parts of the country. Instructional materials developed specifically for the Spanish speaking child are not always available and a literal translation of English language materials into Spanish may be inadequate and/or inaccurate. Programs designed for the Spanish speaker and taught by a certified teacher who is bilingual are preferable. When this is not immediately possible, temporary solutions or arrangements can be implemented within schools and/or preschool centers in order to build upon the child's native language and cultural background.
Advocacy Comes of Age
Authors: Biklen Douglas
Published: July 2017

The author examines the concept of advocacy as a new helping relationship Principles behind advocacy are discussed and a list of specific advocacy methods is provided. The article considers difficulties associated with advocacy as well as justifications for an expanded advocacy movement.
Using Principles of Behavior Modification to Teach Behavior Modification
Authors: Pascal Charles E.
Published: July 2017

The basis for a commonly found experience that a person tends to teach the way he has been taught rather than the way he has been told to teach is explained. Principles of behavior modification are reviewed. Positive and negative examples are provided for applying the principles to the teaching of these principles to others.
Task Analysis of a Complex Assembly Task by the Retarded Blind
Authors: Gold Marc W.
Published: July 2017

A system of task analysis instruction is described. In the system, content (the steps of the task to be performed by the learner) and process (instructional strategies and methods) are discussed as separate and necessary considerations in teaching. Using this system, 22 severely and profoundly retarded blind and deaf blind persons learned and produced a 14 piece assembly task. Discussion focuses on the general potential of the system as well as specific implications for training the severely handicapped.
Applications of Ecological Theory: Toward a Community Special Education Model
Authors: Apter Steven J.
Published: July 2017

The developing trend toward mainstreaming combined with increasing class size and decreasing numbers of teaching positions demands the creation of new kinds of educational programs for troubled children. A model that is based on ecological theory and on community education is described and some significant differences between special education and community special education are noted. Finally, major implications of the proposed model for training, research, and classroom and school operations are presented.
Housing Discrimination toward Mentally Retarded Persons
Authors: Trippi Joseph , Michael Robert , Colao Alex , Alvarez Anthony
Published: July 2017

This article describes public attitudes toward housing for mentally retarded citizens. It was found that the vast majority of the population sampled were negatively disposed to renting housing facilities to retarded people. The conclusion appears to be that much effort needs to be given to developing more accepting attitudes toward the handicapped.
Standardized Achievement Tests: How Useful for Special Education?
Authors: Jenkins Joseph R. , Pany Darlene
Published: July 2017

The extent and direction of curriculum bias in standardized reading achievement tests are examined. Bias was estimated by comparing the relative overlap in the contents of four separate reading achievement tests with the contents of five commercial reading series at first and second grade levels. Overlap between each achievement test and each reading series is reported in terms of achievement test grade equivalent scores that would be expected given mastery of the words that appear both as content in a reading series and as achievement test items. Results indicate clear discrepancies between the grade equivalent scores obtained, both between tests for a single curriculum and on a single test for different reading curricula. The implications of the apparent curriculum bias of achievement tests are discussed as they relate to evaluation of teachers, children, and curricula; to reading placement; and to the identification and classification of exceptional children.
Teaching Severely Mentally III and Emotionally Disturbed Adolescents
Authors: Northcutt John R. W. , Tipton George B.
Published: July 2017

Teaching emotionally disturbed adolescents has for many years been generally geared toward youth with various acting out behaviors. Special education teachers have been trained to develop skills in adapting, remediating, and teaching educational curricula. They have received training in modifying disturbed, acting out behaviors and diagnosing certain educational problems. Emphasis in teacher training has been placed on identifying academic deterrents and deficiencies, creating adequate intervention programs, and providing appropriate educational services. Teaching adolescents who are handicapped with a severe psychosis or emotional disorder demands additional skills of an instructor. Teachers in this field are not only required to provide a special instructional setting, but they are also required to use academic activities as a form of therapy. This article identifies the teacher of severely disturbed adolescents not only as an educator but also as a therapist member of an interdisciplinary team.
Competencies of Persons Responsible for the Classification of Mentally Retarded Individuals
Authors: Cegelka Walter J.
Published: July 2017

Placement decisions concerning mentally retarded persons rest heavily on the assessment data generated by school psychologists and related psychological personnel. Critics contend that current tests do not accurately measure or predict learning and that large numbers of children continue to be incorrectly classified. This article delineates the training and competencies individuals should possess if they have primary responsibility for classification and placement decisions.
Trends and Priorities in Inservice Training
Authors: Rude Carolyn R.
Published: July 2017

A comprehensive personnel development system in each state should provide inservice training to meet changing emphases in the education of handicapped children. Training topic and personnel group priorities are identified from inservice training plans initiated by each state. Possible trends are seen in the focus and level of training needed for various groups. Delivery of inservice training is becoming diversified in terms of training providers, modes, and resources. However, state plans do not reflect awareness of these varied means of training delivery. The need for evaluation and monitoring of inservice activities indicates a future priority.