Showing papers on "Disadvantaged published in 1985"
191 citations
Book•
01 Jun 1985
TL;DR: A recent study from the Richardson Foundation provides a broad database, looks into the backgrounds of a few unusually creative individuals, and examines programs with a record of success as discussed by the authors, arguing in favor of comprehensive programming for able learners, providing a steady challenge for all students, helping to insure that no individual talent withers for want of opportunity.
Abstract: American education has long been under a microscope. In a time when all aspects of our school system face close scrutiny, educators, administrators, and parents are asking critical questions about how we educate those superior students we call "able learners." Our schools reward behavior inappropriate for an independent thinker, researcher, or artist. Programming for our most capable students is fragmented and discontinuous. And yet there are schools and programs that hold significant promise. This four-year national study from the Sid W. Richardson Foundation provides a broad database, looks into the backgrounds of a few unusually creative individuals, and examines programs with a record of success. It argues in favor of comprehensive programming for able learners, providing a steady challenge for all students, helping to insure that no individual talent withers for want of opportunity. Included are recommendations for discovering and nurturing talent in students (including traditionally neglected groups, the economically disadvantaged, and the culturally diverse), building and administering sound programs, developing appropriately trained staff and teachers, and evaluating effectiveness of programs to assure accountability and add credibility. Compiling data from diverse sources-including 35 MacArthur Foundation Fellows, 400 schools, 1,172 school districts, and countless school personnel and students-the study looks at programs for able learners throughout the country, from Project Pegasus in Iowa to Oaks Academy in Texas, from Bronx High School of Science in New York to Bishop Carroll High School in Alberta, Canada. The authors' conclusions based on this broad investigation provide an impassioned call for coordinated schooling and cooperation among all segments of society to develop a new generation of creative, self-motivated students.
139 citations
TL;DR: It is concluded that early intervention has substantial immediate benefits for at-risk and disadvantaged children.
113 citations
80 citations
TL;DR: In this article, the authors present a financial aid packaging policy for higher education and compare it to the one proposed in this paper, and the Journal of Higher Education: Vol. 56, No. 4, pp. 462-475.
Abstract: (1985). Financial Aid Packaging Policies. The Journal of Higher Education: Vol. 56, No. 4, pp. 462-475.
63 citations
TL;DR: A life-long professional educator recently shared a thought that helped him make sense and meaning out of a particularly perplexing school work day whose results held little evidence of his making a difference for the very children in his instructional care whom he knew needed his help the most as mentioned in this paper.
Abstract: A life-long professional educator recently shared a thought that helped him make sense and meaning out of a particularly perplexing school work day whose results held little evidence of his making a difference for the very children in his instructional care whom he knew needed his help the most. On those unsettling days, he reported, "I have to live the questions. I ask the questions, and then, I live with them." This essay asks questions. As each reader responds to the content of the questions it becomes simpler to articulate one's professional actions. "What is it I do every working day? Why am I doing it? What are the motives, the goals, and the resulting activities which constitute my professional commitment each school day? What does that input mean in terms of output for each child in the school population I serve?"
60 citations
TL;DR: In this paper, the authors investigated the impact of computer assisted instruction on the mathematical achievement and self-concept as well as the perception of the quality of school life among disadvantaged boys and girls in third, fourth, and fifth grades.
Abstract: Schofield (1981) demonstrated a degree of incompatibility in simultaneously maximizing pupils' cognitive and affective outcomes in elementary school mathematics. In contrast, computer-assisted instruction (CAI) incorporates elements that should facilitate accomplishing both goals. This study was conducted to investigate the impact of CAI on the mathematical achievement and self-concept as well as the perception of the quality of school life among disadvantaged boys and girls in third, fourth, and fifth grades (V = 376). Results indicated that in a combined CAI-traditional program, as oppossed to only traditional instruction, students consistently scored higher on both cognitive and affective measures while grade level and gender were generally nonsignificant. Differences between this study and previous research are discussed as well as the differential influence of CAI and traditional instruction on disadvantaged pupils.
55 citations
TL;DR: The authors argued that neither revival of this model nor its extension by the idea of a "sleeper effect" is justified. But they also argued that a "transactional" model best accounts for the data, whereby short-lived improvements in competence coupled with increased motivation, parental aspirations and school expectations were sufficient to trigger a mutually reinforcing positive cycle of achievement.
Abstract: Preschool intervention projects are now reporting dramatic long‐term follow‐up findings which appear to vindicate the claim that preschool can serve as an ‘inoculation against failure’. The recent evidence appears sound enough, but it is argued that neither revival of this model nor its extension by the idea of a ‘sleeper effect’ is justified. A ‘transactional’ model best accounts for the data, whereby short‐lived improvements in competence coupled with increased motivation, parental aspirations and school expectations, were sufficient to trigger a mutually reinforcing positive cycle of achievement. Three main considerations affect the validity of drawing general conclusions for early education policy. First, the populations served by these projects were severely disadvantaged, mainly black children, and the evidence for wider replicability is inconclusive. Secondly, the projects all featured a carefully designed well‐supported programme with low ratios of children to teachers, although there does appear ...
45 citations
TL;DR: The Mental Health (Amendment) Act 1982 later consolidated into the Mental Health Act 1983 was the culmination of many progressive campaigns for reforms of the position of socially disadvantaged groups have articulated themselves in terms of rights as discussed by the authors.
Abstract: Over the last twenty years, many progressive campaigns for reforms of the position of socially disadvantaged groups have articulated themselves in terms of rights. The language of rights has been adopted both to formulate defensive claims rights not to be intruded upon and to advance positive demands rights to various kinds of social provisions and resources. The passage of the Mental Health (Amendment) Act 1982 later consolidated into the Mental Health Act 1983 was the culmination
44 citations
01 Jan 1985
TL;DR: In this paper, the use of skill training procedures as a means of influencing the course of children's peer interactions and relationships is a relatively recent undertaking, and little is known about how skill-based interventions may affect children's social skills or lead to changes in their peer relations.
Abstract: Although social scientists have long been interested in methods for guiding children’s behavior and development, the use of skill training procedures as a means of influencing the course of children’s peer interactions and relationships is a relatively recent undertaking. Concern for socially disadvantaged children has been a primary impetus for this work, and recent findings from research on the correlates and antecedents of peer status (see Ladd & Asher, 1985), as well as evidence linking childhood peer problems with later maladjustment (see Kohlberg, LaCrosse, & Ricks, 1972; Ladd & Asher, 1985) have intensified the search for effective interventions. At present, however, little is known about how skill-based interventions may affect children’s social skills or lead to changes in their peer relations.
42 citations
TL;DR: This report gives results from eight intensive, exploratory interviews with Black women who suffered infant deaths within one year after delivery to discover the correlates of very low birthweight among disadvantaged women in a city which maintains among the highestLow birthweight and infant mortality rates in the United States.
01 Jul 1985
TL;DR: This paper found that self-concept growth and a decline in delay of gratification was related to growth in achievement for the girls and a growth in self-control was associated with achievement for boys.
Abstract: Disadvantaged preschool children (N = 156) attending a program of compensatory education were studied to determine if change in self‐concept, delay of gratification and self control was related to growth in achievement. Self‐concept growth and a decline in delay of gratification was found related to growth in achievement for the girls. Growth in self‐control was found related to growth in achievement for the boys.
TL;DR: This paper investigated psychosocial factors associated with non-organic failure-to-thrive in 17 children and found significant differences between the groups (inter alia) in the adverse tempera mental attributes of the index children, problems in the mother's feeding of their children and other aspects of their interactions and relationships.
Abstract: The problem failure-to-thrive is described and a brief review of the main causal theories is provided. Part I of this study details an investigation of psychosocial factors associated with non-organic failure-to-thrive in 17 children (comparing them with two contrast groups). There were significant differences between the groups (inter alia) in the adverse tempera mental attributes of the index children, problems in the mother's feeding of their children and other aspects of their interactions and relationships. The mothers showed no specific psychopathology but were socially disadvantaged in various ways. The implications of these findings—preventive and therapeutic—are discussed.
TL;DR: The Gateshead Shopping and Information Service (SIS) as discussed by the authors is an unusual experiment in computerised "home shopping" in that it is oriented to disadvantaged consumers (mainly the elderly and disabled) rather than to affluent sections of the population.
Abstract: The Gateshead Shopping and Information Service (SIS) is an unusual experiment in computerised ‘home shopping’ in that it is oriented to disadvantaged consumers (mainly the elderly and disabled) rather than to affluent sections of the population. The immediate objectives are to explore the utilities and effectiveness of new information technologies for helping immobile shoppers; but more broadly the organisers are seeking to address the concern that commercial teleshopping developments might prove to be socially divisive unless special complementary services are also provided for the less well-off. This paper is a review of the progress of the experiment to date and a consideration of what problems and prospects lie ahead.
Journal Article•
TL;DR: In this paper, a review of the United States experience with issues of child health and services as they relate to changes in economic trends is presented, showing that the proportion of children living in poverty has increased steadily since 1975 and dramatically since 1981 and that most measures of health status and health risks for children show steady improvements throughout the 1970s.
Abstract: This is a review of the United States experience with issues of child health and services as they relate to changes in economic trends. No existing data systems are entirely adequate for reporting on the current health status of children. An important consideration for the monitoring of children's health in the United States is the status of subgroups such as those who are disadvantaged for reasons of poverty, discrimination or geographic isolation. Ample evidence confirms that children living in poverty suffer adverse health consequences and that the proportion of children living in poverty in the United States has increased steadily since 1975 and dramatically since 1981. Most measures of health status and health risks for children show steady improvements throughout the 1970s. The exercise of public responsibility for financing and providing essential services and supports held constant or improved during this period, especially during the recession of 1974–75. The health status and risks for children ...
TL;DR: In South Africa, it is now widely accepted in South Africa that education has an important role to play in development, particularly of socio-economically disadvantaged communities, although there is less certainty now than in the sixties as to what that role is.
Abstract: In line with international experience it is now widely accepted in South Africa that education has an important role to play in development, particularly of socio‐economically disadvantaged communities, although there is less certainty now than in the sixties as to what that role is. It cannot be governed solely by the manpower needs of the economy: men and women have their own equally important needs. Nor can this role be effective as long as education is equated with formal schooling, particularly where the schooling of the majority in society has been neglected over a long period. While the formal education system is undergoing reform and regeneration, and attention is being given to the critical issues of equality of opportunity and the legitimacy of the system, it is imperative that high priority should be given to non‐formal adult education. In all fields of education there is a need to give greater thought to issues of relevance and quality, rather than to seek salvation in “more of the same”.
01 Apr 1985
TL;DR: Several lessons derived from this project are discussed such as the brokerage model keeping girls in the program designing programs for young adolescents and why the family planning message failed.
Abstract: Project Redirection is a comprehensive program for disadvantaged adolescents who bear a child with local sites in Boston New York City Phoenix Arizona and Riverside California. The program features educational medical employment parenting life management and family planning counseling in individual peer group and community woman mentor formats. Entrance requirements were age under 17 receiving or eligible for welfare no high school diploma or equivalent and pregnant or mother of young children. Many of the services provided were brokered by other agencies to prevent duplication of expenses and keep overall expenses down to 3500/participant. Clients were paid a stipend of $30/month for participation. A rigorous evaluation was made comparing control groups from other cities to the experimental teens. Most of the differences for example in attendance at birth control counseling and impact of family planning services were only significant for the 1st year but not so for the 2nd year. Low attendance for the 2nd year by experimental girls may have contributed to these findings. A notable exception was the educational achievement of the test group: even those who did become pregnant again had a greater likelihood of completing high school or GED certificate. Several lessons derived from this project are discussed such as the brokerage model keeping girls in the program designing programs for young adolescents and why the family planning message failed.
TL;DR: In this paper, two controlled field experiments were conducted on independent samples of n = 288 and n = 48 elementary school pupils, respectively, to test the commonly held assumption, within the Israeli educational context, that the relatively poor mean performance of disadvantaged students on conventional ability tests is due, in part, to extraneous situational factors, systematically disadvantageous to their test performance.
TL;DR: The authors found that having more hours of contact with children and parents had more positive intellectual effects on the children, parents, and family life circumstances, although consistent measures have not been used across projects.
Abstract: This paper reviews twelve experimentally-designed longitudinal studies of infant education. Without such early intervention, the disadvantaged infants who participated in these programs were predicted to become developmentally delayed. The interventions varied in their form, duration, and content, The major distinctions were between home or center-based programs and parent-oriented or child-oriented curricula. The magnitude of intellectual outcome scores seemed to relate to the intensity of the programs. Interventions that had more hours of contact with children and parents had more positive intellectual effects on the children, parents, and family life circumstances. Modest changes have been found in mother-child interaction patterns and quality of the home environment, although consistent measures have not been used across projects.
TL;DR: A long-term group therapy program that has been successful in helping Hispanic women cope with adverse social and economic conditions and with a male-dominated culture is described.
Abstract: The authors describe a long-term group therapy program that has been successful in helping Hispanic women cope with adverse social and economic conditions and with a male-dominated culture. The group members explore conflicts presented by traditional roles of men and women in Hispanic culture and the issues of acculturation, family conflicts, children's performance, and violence, crime, and drug use in the community. Therapists' use of role modeling and didactic discussion encourages group members to share and examine their feelings, to provide insight into other members' feelings, and to slowly change their behavior.
01 Mar 1985
TL;DR: The presence of economically and socially disadvantaged groups is a common feature of most less-developed countries (LDC's) as discussed by the authors and economic planners in LDC's have long been concerned with the economic and social advancement of such groups i and various na
Abstract: The presence of economically and socially disadvantaged groups is a common feature of most less-developed countries (LDC's). These "backward classes" share a common religion, or belong to the same ethnic or tribal group or originate from a particular geographic region. In each instance they form an easily-identifiable minority. The "untouchable" or "scheduled castes" in India readily come to mind but even a casual observer of other South Asian, or indeed African and Latin American countries can readily furnish his own examples. Economic planners in LDC's have long been concerned with the economic and social advancement of such groups i and various na