Showing papers in "School Psychology International in 1995"
TL;DR: In this paper, several interpretations of Vygotsky's ideas reflecting changing perspectives in Russian and Western psychologies are discussed, such as future-oriented education, learning activity, and humanistic interpretation.
Abstract: Vygotsky's ideas, which originated in the scientific debates ofthe 1920s-1930s, have proved to be relevant for the psychological and educational agenda of the last decade of the twentieth century. Such delayed recognition carries with it an inevitable problem of interpretation. In this paper several such interpretations reflecting changing perspectives in Russian and Western psychologies are discussed. One of these interpretations was perpetuated by the 'psychology of activity' school which until recently dominated the field of Vygotskian scholarship in Russia. Another interpretation focuses on the issue of learning activity' as distinct from learning in a generic sense. This interpretation has direct relevance to the issue of cognitive education currently discussed in Western educational psychology. Finally, there is a humanistic interpretation of Vygotsky's theory leading to the concept of future-oriented education.
95 citations
TL;DR: In this paper, the authors discuss the relevance of Vygotsky's ideas to the development of the dynamic assessment model and describe the dynamic approach to assessment, outlining its definitive conclusions.
Abstract: This article discusses the relevance of Vygotsky's ideas to the development of the dynamic assessment model. The article first describes the dynamic approach to assessment, outlining its definitive...
82 citations
TL;DR: In a follow-up to Bracken's work, this article provided comparative data regarding basic concepts contained in the test directions of five new or recently revised American intelligence tests for preschoolers.
Abstract: The purpose of this paper was to provide comparative data as a follow-up to Bruce A. Bracken (1986) regarding basic concepts contained in the test directions of five new or recently revised American intelligence tests for preschoolers. Two measures of basic concepts, the Bracken Basic Concept Scale (BBCS; Bracken, 1984) and the Boehm Test of Basic Concepts-Preschool Version (Boehm-Preschool; Boehm, 1986), were used to assess: (a) the presence of basic concepts in the directions of intelligence tests; (b) the percentage of preschool-age children who understand these terms; and (c) the frequency with which basic concepts occur throughout test administration procedures. Results indicated that use of the Boehm-Preschool alone or an examination of only the presence of basic concepts and the proportion of children who understand them provide limited information about the difficulty of test directions. It is not until one tabulates the total number of times (that is, frequency) that each basic concept occurs in ...
20 citations
TL;DR: The authors examined the relationship between parenting styles and self-concepts of Black and White high school students, and found that the relationship reached significance only for the relations with family, general school and physical appearance selfconcepts for White students.
Abstract: This study aimed to examine the relationships between parenting styles and self-concepts of Black and White high school students. Data on these variables were collected from 2014 adolescents from five urban high schools around the metropolitan area of Cape Town, South Africa. Parenting styles were measured by the Perceived Parental Behavior Inventory (PPBI) and self-concept by the SelfDescription Inventory (SDI). For Black students all the self-concept facets measured were positively related to their perceptions of parental behaviors, although the relationship reached significance only for the relations with family, general school and physical appearance selfconcepts for White students. Growing up in a socioeconomically segregated society is considered in the light of parent-adolescent relations and self-concept.
17 citations
TL;DR: More than half of the boys had fought with fists or weapons in the past year at school as mentioned in this paper and more than 18% of the students had carried a knife at school and 15% had been attacked at school, and 10% had someone try to force them to have sex against their will.
Abstract: Often considered largely an urban problem, school violence has been found to be unusually high in rural schools near the US-Mexico border Beyond being a social problem and a public health problem, school violence is an educational problem, limiting the ability of students to learn Seventh through twelfth graders (n = 2,746) in thirty-eight rural school districts were surveyed regarding their involvement in school violence and victimization More than half of the boys had fought with fists or weapons in the past year at school More than half of the boys had carried a knife at school Eighteen percent of fifteen to seventeen year old boys had carried a handgun at school In the past year 16 percent of students had been robbed, 37 percent had been threatened, and 15 percent had been attacked (often repeatedly) while at school Ten percent had someone try to force them to have sex against their will while at school A constellation of factors was found to be related to involvement in school violence These
16 citations
TL;DR: In this paper, the authors tested the effectiveness of a self-help manual-based homework intervention program for parents on children's homework problems as implemented through behavioral consultation, where parents were select...
Abstract: We tested the effectiveness of a self-help manual-based homework intervention program for parents on children's homework problems as implemented through behavioral consultation. Parents were select...
15 citations
TL;DR: In this article, an example of a math "lesson" from the Barbara Taylor School is presented as an instance of creating a developmental environment in this elementary school, highlighting the importance of: the joint activity of meaningmaking; supporting children to do what they don't know how to do.
Abstract: This article presents developmental learning, an approach practiced at the Barbara Taylor School in New York City, that has been influenced by key methodological insights and empirical findings of Lev Vygotsky about how children learn and develop. The argument is made that Vygotsky's work reveals a critical feature of human development: development is simultaneously the tool-and-result of developmental activity, rather than the outcome, in a means-end, tool for result fashion, of something prior. Vygotsky's analysis of the languagelearning 'zone of proximal development' of infancy and early childhood is analyzed as a model of the creation of a developmental environment. An example of a math 'lesson' from the Barbara Taylor School is next presented as an instance of creating a developmental environment in this elementary school. An activity-oriented analysis of the 'lesson' is presented, highlighting the importance of: the joint activity ofmeaningmaking; supporting children to do what they don't know how t...
14 citations
TL;DR: In this article, the authors assessed the effectiveness of the Instrumental Enrichment (IE) for primary school pupils, combined with concurrent provision to their teachers of training in Mediated Learning Experience and curriculum packages embodying IE concepts.
Abstract: Feuerstein's theory of Structural Cognitive Modifiability, its construct of Mediated Learning Experience, and its vehicle of thinking skills development, Instrumental Enrichment (IE), have been widely discussed and researched. This study assessed the effectiveness of IE for primary school pupils, combined with concurrent provision to their teachers of training in Mediated Learning Experience and of curriculum packages embodying IE concepts. The effectiveness of the programme for groups of African, 'Coloured', and white English-speaking and Afrikaans-speaking fifth grade pupils in the segregated schools of a South African mining town was assessed. The post-intervention improvements for all groups on cognitive measures were significant, with varying results on scholastic, creativity and self-concept measures. For the African group, the improvements were significantly greater than for the others, which was expected in terms of their educational deprivation under apartheid. The value of IE, and of this partic...
13 citations
TL;DR: A brief historical review of paedology and special education can be found in this paper, where Vygotsky formulated a theoretical framework for the most comprehensive, inclusive and humane practice of special education.
Abstract: L. Vygotsky formulated a theoretical framework for the most comprehensive, inclusive and humane practice of special education. This article starts with a brief historical review of paedology and de...
13 citations
13 citations
TL;DR: In this paper, the feelings of personal efficacy and attitude towards the newly advocated collaborative/supportive roles of resource personnel were investigated in a sample of general and resource teachers by means of a questionnaire.
Abstract: The feelings of personal efficacy and attitude towards the newly advocated collaborative/supportive roles of resource personnel were investigated in a sample of general and resource teachers by means of a questionnaire. The variable of type of teacher was found to have significant effect on the perception of personal efficacy. Interaction effects between teacher type and special training were also found on feelings of personal efficacy and the total questionnaire score. Supplementary correlation results showed a slightly negative orientation of resource teachers towards the new supportive role functions. The new questionnaire items on efficacy of the present study were found to have high internal validity, but the ecological validity of the items on supportive roles would need further research. Suggestions for future research into other fundamental factors affecting collaboration are given.
TL;DR: A questionnaire was administered to Namibian students to determine their cognitive, attitudinal and behavioural risks that could promote HIV infection, and significantly more boys than girls and more students from Northern than from Central and Southern regions thought that mistrust was communicated by condom use, sexual intercourse provided popularity, proved sexual maturity, showed commitment to and maintained love relationships.
Abstract: A structured questionnaire in English and Afrikaans was administered to 1471 randomly selected secondary school students from Katima Mulilo Ondangwa Windhoek and Keetmanshoop educational regions of Namibia in a study to determine their cognitive attitudinal and behavioral risks which could promote HIV infection. The students were aged 13-28 years (mean age 18 years). Approximately half were in grades 8 9 and 10 while the remainder were in grades 11 and 12 and 47.8% of the students were male. 50% of the students were unaware of AIDS 42% thought that some people were immune to AIDS 48% reported that they would be rejected by their peers if they refused to have premarital sex 47% indicated that mistrust was communicated when one used or suggested the use of a condom during sexual intercourse and 50% believed that alcohol facilitates communication with peers of the opposite sex. The study found differences in the expression of AIDS-related risks due to age sex and region. Significantly more boys than girls and more students from Northern than from Central and Southern regions thought that mistrust was communicated by condom use and sexual intercourse made one popular proved sexual maturity showed commitment to and maintained love relationships. The theoretical and practical implications of these findings are discussed.
TL;DR: In this paper, the Vygotskian approach to instruction ensures a high level of acquisition and transfer of knowledge, and facilitates the students' cognitive development, and it has been shown in a number of research projects that this approach can be used to aid the students in their cognitive development.
Abstract: L. Vygotsky formulated the concept of 'development-generating learning' that was later elaborated by his disciples and followers. According to this concept, school instruction from the very beginning should be based on a process of supplying students with the systems of general essential knowledge in certain fields. This knowledge is acquired by students in the course of specially organized activity aimed at mastery and internalization of the processes underlying this knowledge. It was shown in a number of research projects that the Vygotskian approach to instruction ensures a high level of acquisition and transfer of knowledge, and facilitates the students' cognitive development.
TL;DR: In this paper, a framework for understanding ethnic socialization processes and the development of culturally-biased attitudes and actions is presented, and school-based intervention plans to strengthen multicultural relationships are reviewed.
Abstract: Appreciation and sensitivity toward individual differences and cultural diversity are critical attributes for school psychologists as they consult, co-ordinate and collaborate with a wide range of support personnel, teachers, administrators, parents, and the students themselves. School psychologists are uniquely positioned to encourage activities that not only reduce prejudice and stereotyping, but promote the contributions of culturally diverse groups. In order to effectively serve in these roles, school psychologists must have a multicultural knowledge base and prerequisite skills. This paper presents a framework for understanding ethnic socialization processes and the development of culturally-biased attitudes and actions. Finally, school-based intervention plans to strengthen multicultural relationships are reviewed.
TL;DR: The authors looked at 58 reports produced by educational psychologists on bilingual pupils who were in the formal assessment procedures of the 1981 Education Act and found little reference made to cultural bias of these reports.
Abstract: Over the last decade much has been written about the changing practices of educational psychologists in the assessment of children with special educational needs, but there have been few empirical studies. The methodology used in looking at the working methods of educational psychologists has largely depended on questionnaire or interview studies rather than direct observation or an analysis of written reports. Since 1983 educational psychologists in England and Wales have had statutory duties under the 1981 Education Act to provide written advice on pupils undergoing formal assessment or reassessment. Although these reports offer a new source of information about working practices, there is little reference to them in the literature. The work reported here looked at 58 reports produced by educational psychologists on bilingual pupils who were in the formal assessment procedures of the 1981 Education Act. Standardized tests were commonly used and there was little reference made to cultural bias of these i...
TL;DR: In this article, the role of language in the development of planning skills in children is discussed, and recent research that has expanded Vygotsky's theoretical work is also discussed.
Abstract: Vygotsky's ideas about the role of language in the development of planning skills in children are discussed in this article. Recent research that has expanded Vygotsky's theoretical work is also co...
TL;DR: The authors examined responses of Israeli children to the Gulf War one year later and found that no war-related symptoms were noted, except sensitivity to loud noises (reported by about 22 percent of the respondents).
Abstract: This preliminary study attempted to examine responses of Israeli children to the Gulf War one year later. It involved 431 eighth and twelfth grade students from two areas of high risk that were bombarded by missiles. The students were administered four selfreport questionnaires related to their current (one year after the war) general concerns, current stress responses attributed to the war and State-Trait anxiety. No war-related symptoms were noted, except sensitivity to loud noises (reported by about 22 percent of the respondents). The results indicated a noted difference on the various measures as a function of gender, age and proximity. Theoretical and practical implications for community-wide intervention approach are discussed.
TL;DR: In this paper, a case study on an 8-year-old African American girl and the variety of people she interacted with in writing is presented in order to trace how the arrangements of relationships in the activity setting made possible the development of new forms of skill and expertise for her and the adults facilitating her efforts.
Abstract: L.S. Vygotsky's theory of the sociocultural approach to development is examined in relation to a school-aged child's learning to write in an inner city after-school computer program. Case study material on an 8-year-old African American girl and the variety of people she interacted with in writing is presented in order to trace how the arrangements of relationships in the activity setting made possible the development of new forms of skill and expertise for her and the adults facilitating her efforts. The case study documents Vygotsky's concept of 'transformation' (1978) as a function of the dynamics in the significant relationships supporting her over time.
TL;DR: In this article, associations between selected family and child rearing factors and intelligence among children aged 4 to 6 years living in urban areas of Taiyuan, China, are described. Intelligence was tested by means of the Wechsler Preschool and Primary Scale of Intelligence.
Abstract: Associations between selected family and child rearing factors and intelligence among children aged 4 to 6 years living in urban areas of Taiyuan, China, are described. Intelligence was tested by means of the Wechsler Preschool and Primary Scale of Intelligence. Family information was acquired through the use of a parent questionnaire. Intelligence was significantly related to parent education, parent occupation, child caretakers and location of education.
TL;DR: Pupil absenteeism in Germany, Sweden and the United Kingdom is examined in this paper in terms of the legal basis for school attendance, the extent of pupil absenteeism, the way in which the prob...
Abstract: Pupil absenteeism in Germany, Sweden and the United Kingdom is examined in each country in terms of the legal basis for school attendance, the extent of pupil absenteeism, the way in which the prob...
TL;DR: The Village Schools Project as mentioned in this paper has been set up to counteract the high dropout rate by providing basic community-level education for the first three years of primary school for the Ju/hoan children in Namibia.
Abstract: The high student drop-out rate and level of illiteracy among the Ju/hoan people ofNyae Nyae in Namibia has been attributed to the following factors: an authoritarian education system which is contrary to the traditional Ju/hoan social system; instruction in Afrikaans, a foreign colonial language; and the fact thatJu/'hoan children have been abused and discriminated against by teachers and classmates from other ethnic groups. This article discusses the Village Schools Project, which has been set up to counteract the high dropout rate by providing basic community-level education for the first three years of primary school. Its main objectives are: instruction in the mother tongue; training of Ju/'hoan teachers; development of a curriculum relevant to the community; and the construction of school facilities close to local communities. It is hoped that the project will create confident students who will be successful when they move on to government schools in their fourth academic year. It is also hoped that ...
TL;DR: In this article, two instances of psychological activities carried out in a special school for the physically and multiply handicapped children in Hong Kong are discussed to illustrate the use of consultation and collaboration for effecting systems changes in the school.
Abstract: Two instances of psychological activities carried out in a special school for the physically and multiply handicapped children in Hong Kong are discussed to illustrate the use of consultation and collaboration for effecting systems changes in the school. Both begin with a focus on or direct work with children. Through connecting work at the level of individual children with the systems in the school, changes are instigated at the latter. Both processes depend on the adoption of an ecosystemic approach by the educational psychologist.
TL;DR: The 25th anniversary of the founding of the Venezuelan Society of School Psychology (SOVEPSE) by tracing the development of psychology in Venezuela and examining the school psychology in the country is examined in this article.
Abstract: School psychology in Venezuela is examined on the 25th anniversary of the founding of the Venezuelan Society of School Psychology (SOVEPSE) by tracing the development of psychology in Venezuela and...
TL;DR: In this article, three theoretical positions relating to the difficulty in understanding the minds of others which is typically experienced by individuals with autism are described, and each of the competing theories is examined in terms of its implications for classroom practice rather than its veracity.
Abstract: This paper describes three theoretical positions relating to the difficulty in understanding the minds of others which is typically experienced by individuals with autism. Each ofthe competing theories is examined in terms of its implications for classroom practice rather than its veracity. Arguments for an approach to teaching that involves diagnosis and recognition of difficulties at a psychological rather than a merely behavioural level are revisited and extended in the light of the earlier discussions.
TL;DR: In this paper, a study was conducted to determine whether Attention Deficit Hyperactivity Disorder (ADHD) was identifiable in the Taiwanese culture, and whether peer relations could serve as a significant predictor variable in identifying children with characteristics ofADHD.
Abstract: Purposes of the study were to determine whether Attention Deficit Hyperactivity Disorder (ADHD) was identifiable in the Taiwanese culture, and whether peer relations could serve as a significant predictor variable in identifying children with characteristics ofADHD. Peer relations were rated by teachers, by other children and by the children themselves. A total of 201 third and fourth graders participated in the study. The children were from predominantly middle-class families, and all attended regular schools at the time of the study. Results indicated that the behavioral characteristics of ADHD were evident among a sample of third and fourth grade children in Taiwan, and the combination of teacher ratings and other children's ratings discriminated children with ADHD characteristics from those without with 68 percent accuracy. Recommendations for social skills training for Taiwanese children with behavioral signs of impulsivity, hyperactivity and inattention are addressed.
TL;DR: In this paper, the potential of two temperamental characteristics, motor activity and mood quality, as possible risk factors for school maladjustment was studied by presenting dilemma stories to 218 subjects involved in teaching and education.
Abstract: The potential of two temperamental characteristics, motor activity and mood quality, as possible risk factors for school maladjustment was studied by presenting dilemma stories to 218 subjects involved in teaching and education. Each dilemma story pertained to a transgression act (stealing or lying) committed in a classroom setting. It was suggested to the subjects that only one of two children present on the scene could be blamed. Each of the two involved was described in the narrative in some detail, both differing mainly on the level of one of the two temperamental characteristics studied. Results indicated that information about quality and level of temperamental characteristics of school children influenced the readiness of subjects to attribute 'bad' behavior to children with specific temperamental makeup. Children with higher as opposed to lower levels of ascribed motor activity are more prone to be suspected of committing transgression acts, although motor activity as such is devoid of any moral c...