Showing papers in "Peabody Journal of Education in 1996"
TL;DR: In this article, the effects of poverty on parenting young children are discussed. But they do not consider the effects on the education of young children, and do not address the impact of poverty in education.
Abstract: (1996). The Effects of Poverty on Parenting Young Children. Peabody Journal of Education: Vol. 71, No. 4, pp. 66-85.
63Â citations
TL;DR: The Re-Ed project emphasized health rather than illness, teaching rather than treatment, learning rather than personality reorganization, the present and future rather than the past, and the total social system rather than intrap-
Abstract: The John F. Kennedy Center has grown and changed over the past 30 years, although many of its original research initiatives and fundamental goals continue today. A central part of the Kennedy Center mission has been to conduct and support research aimed at the understanding of human development and preventing and solving developmental problems. The research program described in this article fits within this mission and particularly follows the tradition set forth by the work of Nicholas Hobbs. Hobbs's (1967,1975) research was concerned with the welfare of children and families and improving the human condition. He emphasized the role of the family and the larger ecosystem in the development of children. Guided by a model provided by education, Hobbs developed Project Re-Ed for working with behaviorally and emotionally disturbed children. The Re-Ed project emphasized health rather than illness, teaching rather than treatment, learning rather than personality reorganization, the present and future rather than the past, and the total social system rather than intrap-
38Â citations
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TL;DR: In this paper, the authors describe the kinds of people who are involved in mentor-protege relationships in colleges and universities, and the research surrounding the phenomena, and see if, as the contributors to this issue proclaim, mentoring really does make a difference.
Abstract: Having reached the end point of this issue, you should have developed a fairly good sense of the kinds of people who are involved in mentor-protege relationships in colleges and universities. You know a little about what brought them together, the kinds of work and play they experienced, and, from the proteges' perspectives, what was valued about the special rapport they shared. My job, then, is to weave together these random readings into some organized whole against which you can test your perceptions. My job, as I see it, is to define mentoring, to share some of the research surrounding the phenomena, and then to see if, as the contributors to this issue proclaim, mentoring really does "make a difference."
33Â citations
TL;DR: The Living Together Better Peace by Peace (LBP) book as discussed by the authors is a collection of rules to live by, such as: "Don't get mad and throw things." "Stay away from guns." "Help old people clean up their yard."
Abstract: My kindergarten students at Sherman Multicultural Arts School in Milwaukee were dealing with the trauma of growing up in a violent society. Their personal encounters with violence were reflected daily in their journal dictations, class discussions and peer conversations. It was difficult for them to understand why Mom had been robbed, a bike had been stolen, an uncle was in jail. I wanted to engage them in an activity that would make them aware of peaceful alternatives. Using Martin Luther King Jr. as a role model, we had enthusiastic discussions on how to bring peace into their lives. We decided to compile their ideas into a "big book" and entitled it "Living Together Better Peace by Peace." Each page in the book concentrated on one area of the students' lives-family, school, neighborhood and world. They composed peaceful rules to live by, such as: "Don't get mad and throw things." "Stay away from guns." "Help old people clean up their yard." Their colorful drawings enlivened the text on each page.
25Â citations
TL;DR: For example, children who are lectured to learn how to lecture, if they are admonished, they learn to admonish; if scolded, they learned how to scold; if ridiculed and humiliated, they learnt how to ridicule; if their psyche is killed, they will learn to kill; the only question is who will be killed: oneself, others or both as mentioned in this paper.
Abstract: Children who are lectured to learn how to lecture; if they are admonished, they learn how to admonish; if scolded, they learn how to scold; if ridiculed, they learn how to ridicule; if humiliated, they learn how to humiliate; if their psyche is killed, they will learn how to kill-the only question is who will be killed: oneself, others or both. (Alice Miller) But good gracious you've got to educate him first. You can't expect a boy to be vicious till he's been to a good school. ("Saki"-Hugh Hector Munro)
24Â citations
TL;DR: The benefit of borrowing strategies from the business world evolved as superintendents fought for recognition as good managers who are regarded as valuable by most school board members, businessmen in the community, and taxpayers in general.
Abstract: Since the turn of the century, public school superintendents have often exhibited less of their superintendent-scholar persona as they administer ever-increasing expenditures in educational programs. As a survival tactic, the more pragmatic approach of top school chief executive officers (CEOs) has been to utilize business management practices that are thought to increase the length of their tenure as leaders of their districts. The benefit of borrowing strategies from the business world evolved as superintendents fought for recognition as good managers who are regarded as valuable by most school board members, businessmen in the community, and taxpayers in general. That way, it was reasoned, success in at least one arena was guaranteed, even if the schools under their leadership were not deemed academically successful.
22Â citations
TL;DR: The behavioral, cognitive, and other psychological features of Prader-Willi syndrome are reviewed and their relationships to known genetic mechanisms are explored.
Abstract: Since its inception, the John F. Kennedy Center has attempted to overcome developmental problems, which create restrictive barriers to the participation of individuals with specific disabilities in our broader society. Some of Nicholas Hobbs's earliest efforts involved developing strategies for preventing children's emotional and behavior problems, which interfered with their later full participation in society. Other investigators in the Kennedy Center explored ways of reducing dysfunctional repetitive movement problems and self-injury commonly associated with autism and severe mental retardation. We have become concerned about a group of people who have the potential to live largely independently (or semi-independently), to work at meaningful jobs in the community, and to make full use of the same recreational and leisure opportunities as other members of society but who are prevented from doing so because of a life-threatening behavior problem. Prader-Willi syndrome (PWS) is a genetic developmental disability characterized by a group of specific behavioral features of which an insatiable appetite is the most striking. PWS is the most commonly known genetic cause of obesity. The eating disorder associated with PWS can be so severe as to be life threatening, including eating to the point of stomach rupture and death. Though a cluster of commonly covarying clinical features are exhibited by people with this syndrome, only the eating disorder is common to all affected individuals. PWS shares behavioral features with other disorders and disabilities, such as obsessive compulsive disorder and autism, but only PWS includes the unique combination of characteristics that distinguish this syndrome. Because eating disorders such as bulimia and anorexia nervosa also share features with PWS, any light that could be shed on the causes and treatment of the eating disorder in PWS could potentially have far-reaching implications for other eating disorders as well. In this article, we review the behavioral, cognitive, and other psychological features of PWS and explore their relationships to known genetic mechanisms.
22Â citations
TL;DR: The Youth Project of the Centre for Conflict Resolution (CCR) as discussed by the authors is an autonomous institute associated with the University of Cape Town that focuses on the field of constructive conflict resolution and peacemaking empowerment for young South Africans.
Abstract: The Youth Project of the Centre for Conflict Resolution (CCR)-formerly known as the Centre for Intergroup Studies, an autonomous institute associated with the University of Cape Town-focuses on the field of constructive conflict resolution and peacemaking empowerment for young South Africans and is one of the pioneers in this field in South Africa. In 1992, the Human Sciences Research Council initiated a cooperative research program into South African youth and the problems and challenges they face. Among the program objectives were the initiation and support of research into South African youth, and the generation of academically sound research results with significant policy implications. CCR was commissioned to participate and submit a report titled "Conflict Resolution and Peacemaking Among Youth." The report was
20Â citations
TL;DR: It takes a whole village to raise a child as mentioned in this paper and it takes a village to teach a child to be a good teacher. Peabody Journal of Education: Vol. 71, No. 1, pp. 57-63.
Abstract: (1996). It takes a whole village to raise a child. Peabody Journal of Education: Vol. 71, No. 1, pp. 57-63.
20Â citations
TL;DR: This article presented an overview of past and present research on early communication and language intervention at the John F. Kennedy Center for Research on Human Development (KCCD), and provided a summary of seven lines of contemporary research by Kennedy Center investigators that have and continue to influence the development of effective communication and intervention approaches.
Abstract: In this article, we present an overview of past and present research on early communication and language intervention at the John F. Kennedy Center for Research on Human Development. First, we present three basic premises that inform most research on early communication and language intervention at the Kennedy Center. Second, we present brief summaries of seven lines of contemporary research by Kennedy Center investigators that have and continue to influence the development of effective communication and language intervention approaches. Several basic findings that have emerged from this
20Â citations
TL;DR: A much older female colleague once shared, "We are a composite of all those we have met." When I first heard this simple aphorism, I was in my late 20s and dismissed it as the frivolous rumination of someone approaching retirement as discussed by the authors.
Abstract: A much older female colleague once shared, "We are a composite of all those we have met." When I first heard this simple aphorism, I was in my late 20s. I dismissed it as the frivolous rumination of someone approaching retirement. I thought of myself as an individual whose values and ideas were the result of a personal quest, not a social learning experience. I was willing to grant the possibility that my parents shaped me in some way, but I was reticent to consider influences beyond my most immediate family. At age 48, I have a different view. True, my parents helped script my personal life with language such as: "Waste not, want not," or "Treat others as you want others to treat you," or "Just because others are doing it, is no reason for you to." This script, however, had a limited shelf-life; the power of their messages began to diminish as I confronted professional realities. I was fortunate, though, that just as the power of my parents' influence waned, the impact of my professional mentors became manifest. Indeed, two individuals took up where my parents left off: Charles Galloway and Ellis Joseph.
TL;DR: In this paper, conflict-resolution skills can be learned from a teacher and can be used to teach conflict resolution skills in a classroom environment, but not necessarily in the real world.
Abstract: (1996). Conflict-resolution skills can be taught. Peabody Journal of Education: Vol. 71, No. 3, pp. 12-28.
TL;DR: Attention deficit hyperactivity disorder (ADHD) is the most common mental disorder in children as discussed by the authors, however, despite an extensive amount of research, it remains a controversial diagnosis with changing diagnostic criteria.
Abstract: Attention deficit hyperactivity disorder (ADHD) is the most common mental disorder in children. Despite an extensive amount of research, it remains a controversial diagnosis with changing diagnostic criteria. Descriptions of children with ADHD can be traced back as early as 1848 when a German physician, Heinrich Hoffmann, described a hyperactive child, "Fidgety Phil," and an inattentive child, "Harry Look in the Air," in a book he wrote for his children. In 1902, George Still presented a lecture series in England about 20 children who were aggressive, defiant, excessively emotional, and lacking inhibitory volition who were also noted to have impaired attention and overactivity. After World War I, similar behaviors were considered to be the result of brain damage associated with encephalitis. However, the disorder as it is now characterized first started to take shape in the 1960s and was known as minimal brain damage or dysfunction
TL;DR: In this article, the authors illuminate the following central questions: are the efforts of donor agencies and Third World governments toward achieving basic education for all likely to lead to a further development of peace education programs in Africa?
Abstract: This article tries to illuminate the following central questions: Are the efforts of donor agencies and Third World governments toward achieving basic education for all likely to lead to a further development of peace education programs in Africa? Are the outcomes of the Education for All (EFA) conference in Jomtien, Thailand, March 5 to 9, 1990, likely to lead to positive peace'-that is, a situation where violence is not built into the structures, where equality of opportunity is strived for and self-fulfillment and self-worth enhanced? Is the new EFA strat-
TL;DR: Callahan's vulnerability thesis and "dissatisfaction theory" as discussed by the authors were discussed in detail in the Peabody Journal of Education, Vol. 71, No. 2, pp. 110-119.
Abstract: (1996). Callahan's vulnerability thesis and 'dissatisfaction theory' Peabody Journal of Education: Vol. 71, No. 2, pp. 110-119.
TL;DR: In the early 1980s in Sweden, as in so many other countries, the Cold War provoked a deep fear of a potential war of annihilation and the peace movement grew stronger and stronger and also affected schools and education as discussed by the authors.
Abstract: In the early 1980s in Sweden, as in so many other countries, the Cold War provoked a deep fear of a potential war of annihilation. The peace movement grew stronger and stronger and also affected schools and education. The National Board of Education (NBE), at that time the central school authority in Sweden, felt an obligation to meet the demands of many schools for advice and guidance on how to deal with "the peace question." As a Director of Education at the NBE with special responsibility for international issues, it fell to me to carry out this new task. Although we had for many years been dealing with "Third-World solidarity" and "international understanding" in our work with curriculum development and instruction, "peace education" was for me and my colleagues something fairly unknown.
TL;DR: It is estimated that there are, more or less currently, some 86 conflicts around the planet involving indigenous communities, comprising some 72% of total global conflicts (Nietschmann, 1988) and 98% are in the Third World and 75% involve struggles between nation-states and Fourth World indigenous communities as discussed by the authors.
Abstract: It is estimated that there are, more or less currently, some 86 conflicts around the planet involving indigenous communities, comprising some 72% of total global conflicts (Nietschmann, 1988). Furthermore, of the approximately 120 total global conflicts, 98% are in the Third World and 75% of these involve struggles between nation-states and Fourth World indigenous communities. In almost every conflict situation, the indigenous community is pitted against a more powerful foe, armed not only with modern weapons but the ideological apparatuses
TL;DR: The two bills as discussed by the authors reflect on the gift of mentorship in the context of education: Reflecting on the Gift of Mentorship and Mentorship in Education: Vol. 71, No. 1, pp. 22-29.
Abstract: (1996). The two bills: Reflecting on the gift of mentorship. Peabody Journal of Education: Vol. 71, No. 1, pp. 22-29.
TL;DR: The ability to adjust to changes in the external environment is critical for learning and for recovery from brain injury as discussed by the authors, and the ability to respond in a reliable way is crucial for learning.
Abstract: Two basic features of our brains seem almost incompatible with each other One feature is the processing of information in a predictable and reliable manner In order to do this, one would suppose that the machinery of the brain, the local circuits and processing pathways, would be morphologically and functionally stable, at least in adults Yet, the second feature-the ability to adjust to changes in the external environment-is critical for learning and for recovery from brain injury How can circuits change and yet allow us to respond in a reliable way? Many investigators resolved this quandary by assuming that although most circuits in the brain
TL;DR: In this article, the development of concepts of peace and war: Aspects of gender and culture are discussed in the context of education, and the Peabody Journal of Education: Vol. 71, No. 3, pp. 29-41.
Abstract: (1996). Developing concepts of peace and war: Aspects of gender and culture. Peabody Journal of Education: Vol. 71, No. 3, pp. 29-41.
TL;DR: In this article, the authors present a vision of education for the 21st century: beyond racist, sexist, and ecologically violent futures, which they call "Beyond Racist, Sexist and Violent Future".
Abstract: (1996). Educating for the 21st century: Beyond racist, sexist, and ecologically violent futures. Peabody Journal of Education: Vol. 71, No. 3, pp. 42-62.
TL;DR: In this article, it was shown that infants and toddlers try new motor acts and try to direct their attention until they develop strategies to get what they want at that moment, and that developing a successful strategy is equal in importance to achieving the goal.
Abstract: Everyone has watched as infants and toddlers try things time after time after time. You ask yourself why they don't go on to something new. Why do they want to hear that same story another time? Why do they want to draw yet one more smiley face? One view of the developmental process is that children try new motor acts and try to direct our attention until they develop strategies to get what they want at that moment. It may be that, in infants, developing a successful strategy is equal in importance to achieving the goal. No one seriously questions the importance of the cerebral cortex in initiating intentional behavior and guiding our actions. Through perception of the world around us, we see, hear, touch, and smell the environment to learn new adaptive and creative skills. However, only the outlines of these processes are programmed genetically; we need to teach the brain how to learn from experience. The time when brain instruction can occur is limited; it occurs at the same time thatbillions of cell-to-cell circuits are being formed for the first time in our cerebral cortex.
TL;DR: In this paper, the viability of the vulnerability thesis has been discussed and discussed in the context of education, and the authors propose a methodology to evaluate the vulnerability of the vulnerabilities. But
Abstract: (1996). Viability of the vulnerability thesis. Peabody Journal of Education: Vol. 71, No. 2, pp. 96-109.
TL;DR: For example, when I started my doctoral program at the University of Illinois at Chicago (UIC) nearly 20 years ago, several personal friends suggested that I should switch to a more "prestigious" institution like the University or Northwestern University to receive my doctorate as mentioned in this paper. On their advice, I visited both universities, examined their doctoral programs in education, and carefully investigated the textbooks they were using in their courses.
Abstract: When I started my doctoral program at the University of Illinois at Chicago (UIC) nearly 20 years ago, several personal friends suggested that I should switch to a more "prestigious" institution like the University of Chicago or Northwestern University to receive my doctorate. On their advice, I visited both universities, examined their doctoral programs in education, and carefully investigated the textbooks they were using in their courses. When I saw that both universities were using several texts written by Herbert J. Walberg, I realized that I should probably stay at UIC and finish my program there. It is a decision that I have never regretted. At UIC, I had the opportunity to work with several outstanding faculty like Maurice Eash, Bill Schubert, Larry Nucci, Ernie Pascarella, and Don Warren. The one individual, however, who has had the greatest impact on me as a professional person is Herb Walberg. Having the opportunity to learn from Herb Walberg has been one of my most rewarding professional experiences. Herb has been a true mentor to me. Initially, Herb helped me make the transition from naive
Abstract: to my well being? Is it the guide who helps me map out my journey? I suppose a mentor could possess all or none of these attributes. However, I find it frightening that I am willing to allow my ego to feel it so important that someone selects me for special consideration. This may be part of our pervasive ethos that places a primary emphasis on the individual. As our ego gradually inflates, the mentor is seen as being no more than another object to be used to assist me to create a personal fragmented, nonconnected meaning. There is a selfishness that sees a mentor as opening doors with secret encrypted locks and then shutting the door once I have been allowed to pass through. I think the process of mentoring transcends the ego-centeredness of contemporary society. The mentors I have known were all other-centered. Their view of life was inclusive and expansive. They seemed to transcend the tedium of the career choice that infects most of us.
TL;DR: A discussion of the influence of Callahan's vulnerability thesis on the shaping of school administration and its influence on thought and practice in other disciplines is the result of extensive historical research.
Abstract: This discussion of the influence of Callahan's vulnerability thesis on thought and practice-primarily in the shaping of school administration and, resultantly, its influence on thought and practice in other disciplines-is the result of extensive historical research. Spanning three decades, this research involves an exhaustive analytical examination of numerous works in which Callahan's thesis was cited. Also, interviews were conducted with some of Callahan's prominent colleagues and students, as well as with devotees of the vulnerability thesis.
TL;DR: In this article, a multiple risk-factor model is described that includes biological predispositions, ecological context, family processes, peer influences, academic performance, and social information processing patterns as factors that increment each other and influence each other.
Abstract: Following in the groundbreaking tradition of Nicholas Hobbs and Susan Gray, research is described that articulates the development of chronic conduct problems in childhood and adolescence. A multiple risk-factor model is described that includes biological predispositions, ecological context, family processes, peer influences, academic performance, and social information-processing patterns as factors that increment each other, influence each other, and interact to lead to chronic conduct problems. A large clinical prevention trial based on this model is described. Short-term outcomes of this prevention effort are reported. The importance of iterations between basic research and intervention evaluation is emphasized in contemporary prevention science. Conduct disorder is the most common mental health problem in children and adolescents, constituting over half of all referrals to outpatient child
TL;DR: Many Americans are deeply concerned about what the future holds for our children as discussed by the authors, and there is a growing concern that our children face unprecedented risks to healthy and normal development from the moment of conception through pregnancy and delivery and into early childhood.
Abstract: Many Americans are deeply concerned about what the future holds for our children There was a time that speaking of childhood conjured up images of a mother reading a bedtime story to her toddler, or your 4-yearold dressing a teddy bear in doll clothes, or your fifth grader sliding into second base on a playground softball field on a hot summer afternoon When I was growing up, I had never heard of attention deficit hyperactivity disorder, fetal alcohol syndrome, or pediatric AIDS Today we are reminded at every turn that our children face unprecedented risks to healthy and normal development Our children face challenges from the moment of conception, through pregnancy and delivery and into early childhood And the challenges do not stop there Too many of our youth are falling through the cracks in our schools, and substance abuse and violence are wreaking havoc on the lives of far too many of our adolescents Whether we are parents or teachers, business leaders or government officials, there is one thing we can all agree on-our children hold the key to all of our futures, and as a society we must work to guarantee a better tomorrow for all of our children The John F Kennedy Center was established by Nicholas