The relationship between children's self-concepts and their academic achievement has been well es... more The relationship between children's self-concepts and their academic achievement has been well established. More recently, the multidimensionality of the self-concept and the relationship of specific self-concept dimensions to achievement have been investigated. However, the multidimensionality of the self-concept among minority gifted children has not been studied. The present study examined the multidimensional structure of the Piers-Harris Self-concept Scale among 438 predominantly Black gifted children. Six clearly defined orthogonal factors emerged. However, the structure of these factors differed from those reported by Piers and Harris.
The Dictionary of Family Psychology and Family Therapy
The school readiness goal of the America 2000 educational reform program admits that not all chil... more The school readiness goal of the America 2000 educational reform program admits that not all children start school ready to learn, but implies that with proper and adequate interventions, all children can start with the requisite cognitive and social adaptive skills that will enable them to learn. This paper discusses and analyzes critical skills related to the preparation and support of poor urban children in preschool and early school years. It is suggested that readiness does not reside in children as a fixed attribute, but is rather the result of the dynamic interaction between the child and the learning environment, in which each child's potential to succeed is mediated by significant adults and the supportive nature of the social and learning contexts in which children perform. The differences in support and environment faced by poor urban children are discussed, and the ways in which readiness is determined are reviv.4ed. An ecological model of school readiness is proposed that suggests a dynamic process of reciprocal influence of several factors that influence children's school readiness. The model includes the six components: (1) individual potential; (2) the larger distal social context; (3) proximal social contexts; (4) developmental pathways; (5) readiness indicators; and (6) school progress and growth. One figure outlines the model. (Contains 23 references.) (SLD)
ABSTRACT Discusses elements of the School Development Program (SDP), which is designed to rebuild... more ABSTRACT Discusses elements of the School Development Program (SDP), which is designed to rebuild learning communities by connecting the significant adults in children's lives through a collaborative process of systemic reform and school improvement. The 3 mechanisms of school planning and management team, student and staff support team, and parent program are discussed. Two levels of community involvement are defined: those community groups, organizations, and institutions that exist within the geographical perimeters of the SDP school, and more distant resources that have an impact on the teaching, learning, and assessment process in SDP schools. Results of assessment studies indicate that the SDP has a significant positive effect on student achievement, behavior, self-esteem, and overall adjustment. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study gathered information and perceptions regarding the School Development Program's (SDP) ... more This study gathered information and perceptions regarding the School Development Program's (SDP) history, structure and procedures within the Benton Harbor Area School District (Michigan). The study sample included 46 people. SDP was created to be part of a comprehensive desegregation/educational improvement program for the district. Using a field survey and a structured interview approach, the study found a general perception that student achievement is improving, school climates are becoming more positive, parents and teachers are finding more avenues of communication and the decisionmaking processes are becoming more democratic in SDP schools. The most frequently mentioned obstacle to the achievement of SDP goals was a general resistance to challge among the school staff. The second most frequently mentioned obstacle was a perception that procedures and expectations were unclear. The report also discusses study design, method, and analysis. An appendix includes the interview protocol and tables with response information. The predominant attitude about the SDP seems to be one of cautious optimism. (PS)
INSTITUTION Yale Univ., New Haven, Conn. Child Study Center. PUB DATE Jan 87 NOTE 18p.; For relat... more INSTITUTION Yale Univ., New Haven, Conn. Child Study Center. PUB DATE Jan 87 NOTE 18p.; For related documents, see UD 025 596-599.
ihe Self-Assessment Questionnaire (SAQ) was developed to evaluate the study and learning behavior... more ihe Self-Assessment Questionnaire (SAQ) was developed to evaluate the study and learning behavior of urban Black and Hispanic students in ways not measured by existing study skills instruments. The instrument attempts to deal effectively with "non-intellectual" factors identified previously as having an impact on study and learning behavior. In a preliminary stage, the SAQ consisted of 140 5-point Likert scale item0. Of these, 76 were devoted to Task Skills, 41 to Cognitions, and 23 to Affect. This version of the SAQ was administered te 681 Black and Hispanic freshmen in two New York City and one New Haven, Connecticut high school. Then, the item set was reduced by selecting out items correlated with criterion and validity measures, the remaining items were factor analyzed to develop scales, and, finally, t.n independent subsample was taken to test the predictive power of the scales derived through factor analysis. Overall, the questionnaire showed that some meaningful nen-intellective, non-skill contributors to minority student academic performance can be empirically identified. These data suggest three avenues for further research: (1) given the surprising strength of non-intellective factors, discouragement with school and the evaluation of the school self are areas deserving more attention; (2) approaches to developing alternative instrumentation in this area must proceed carefully in the use of validity criteria; and (3) assessment of items which can discriminate between the mid-range performers and high-and low-level performers would also be of great importance. (KB)
Administered a learning and study strategies inventory (C. E. Weinstein et al, 1985), which asses... more Administered a learning and study strategies inventory (C. E. Weinstein et al, 1985), which assesses cognitive skills, study behavior and motivation to 148 high-, average-, and low-achieving high school students in an inner-city school. An analysis of variance (ANOVA) indicated that the low-achieving Ss differed significantly from their average and high-achieving peers on cognitive skills, study habits, and motivation. A stepwise discriminant analysis revealed that motivation was the most powerful discriminative factor. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
GEAR UP, a federally-funded pre-college outreach program, strives to provide academic and other s... more GEAR UP, a federally-funded pre-college outreach program, strives to provide academic and other supports to middle and high school students and their families to help them prepare for, and pursue, higher education. GEAR UP was established in 1998 by President Clinton through Title IV of the 1998 Amendments to the Higher Education Act of 1965 (HEA). This paper utilizes a phenomenological frame to explore certain key considerations involved in the initial implementation phases of a GEAR UP grant. Four distinct qualitative phenomenological perspectives from Southern Connecticut State University (SCSU) faculty members involved in a current State of Connecticut GEAR UP grant Alliance are shared. Through these four accounts, qualitative, descriptive information about specific systemic, organizational, content, and procedural factors to consider when beginning implementation and planning for a 6-year university-school district partnership like GEAR UP are considered. The insights are not n...
... Citation. Database: PsycINFO. [ Journal Article ]. Assessment of metacognition in problem sol... more ... Citation. Database: PsycINFO. [ Journal Article ]. Assessment of metacognition in problem solving. Armour-Thomas, Eleanor;Haynes, Norris M. Journal of Instructional Psychology, Vol 15(3), Sep 1988, 87-93. Abstract. Developed ...
The plight of urban education in America continues to evoke considerable concern among many educa... more The plight of urban education in America continues to evoke considerable concern among many educators, policymakers, and average citizens. Urban schools whose populations are disproportionately minority continue to experience high rates of failure despite the many school improvement efforts of the past three decades. The most effective strategies are those that address the socioemotional and psycho-educational needs of children. The linkage between school programs and communities, including families must be strengthened The School Development Program of the Yale Child Study Center has been successful in improving urban schools because of its emphasis on systemic change, child development, and parent involvement.
Children in today's society face many stresses from a variety of sources that have a major impact... more Children in today's society face many stresses from a variety of sources that have a major impact on thier psychosocial adjustment and academic performance in school. These stressful events and thier consequences on the quality of life and academic success are particularly significant among low-income and ethnic minority students in American society. Many schools have adopted strategies to help students who are impacted by stressful life events to deal affectively with their problems in an attempt to reduce school failure and school dropout rates among these students. Most notable among these strategies are school-based mental health programs including the establishment of school-based mental health teams which seek to proactively address individual student concerns while improving the general climate of schools. The evidence seems to support the claim that these school-based services have a positive impact on students' social and emotional well-being as well as on their academic achievements. However, with more careful monitoring and much more consistent support from administrators and policy mak
Teen parenthood continues to be a sig nificant educational and social issue among middle level an... more Teen parenthood continues to be a sig nificant educational and social issue among middle level and high school stu dents. The level of sexual activity and the rate of teen pregnancy among school children require serious attention and strong, urgent action. Here's a look at a middle school teen parenthood preven tion program that has proved to be ef fective.
ABSTRACT The relationship between specific dimensions of children's self-concept and thei... more ABSTRACT The relationship between specific dimensions of children's self-concept and their social competence as assessed by their parents, teachers, and themselves was examined in the present study. The relative predictive power of six self-concept dimensions in predicting children's assessment of their social competence was also studied. Subjects were 253 randomly selected middle-school students in a northeastern, inner-city school system, their teachers, and their parents. Instruments used included the Tennessee Self-Concept Scale (TSCS) and the Social Competence Scale (SCS). Children completed the Tennessee Self-Concept Scale and the children's version of the Social Competence Scale. Teachers and parents completed a slightly modified version of the Social Competence Scale. A correlational analysis indicated moderately high and significant Pearson moment correlation coefficients (p < .01) between self-concept dimensions and children's ratings of their own social competence. A hierarchical stepwise multiple regression indicated that the six self-concept dimensions in combination accounted for 44% of the total variance, R = .66, p < .01, in social competence ratings.
The relationship between children's self-concepts and their academic achievement has been well es... more The relationship between children's self-concepts and their academic achievement has been well established. More recently, the multidimensionality of the self-concept and the relationship of specific self-concept dimensions to achievement have been investigated. However, the multidimensionality of the self-concept among minority gifted children has not been studied. The present study examined the multidimensional structure of the Piers-Harris Self-concept Scale among 438 predominantly Black gifted children. Six clearly defined orthogonal factors emerged. However, the structure of these factors differed from those reported by Piers and Harris.
The Dictionary of Family Psychology and Family Therapy
The school readiness goal of the America 2000 educational reform program admits that not all chil... more The school readiness goal of the America 2000 educational reform program admits that not all children start school ready to learn, but implies that with proper and adequate interventions, all children can start with the requisite cognitive and social adaptive skills that will enable them to learn. This paper discusses and analyzes critical skills related to the preparation and support of poor urban children in preschool and early school years. It is suggested that readiness does not reside in children as a fixed attribute, but is rather the result of the dynamic interaction between the child and the learning environment, in which each child's potential to succeed is mediated by significant adults and the supportive nature of the social and learning contexts in which children perform. The differences in support and environment faced by poor urban children are discussed, and the ways in which readiness is determined are reviv.4ed. An ecological model of school readiness is proposed that suggests a dynamic process of reciprocal influence of several factors that influence children's school readiness. The model includes the six components: (1) individual potential; (2) the larger distal social context; (3) proximal social contexts; (4) developmental pathways; (5) readiness indicators; and (6) school progress and growth. One figure outlines the model. (Contains 23 references.) (SLD)
ABSTRACT Discusses elements of the School Development Program (SDP), which is designed to rebuild... more ABSTRACT Discusses elements of the School Development Program (SDP), which is designed to rebuild learning communities by connecting the significant adults in children's lives through a collaborative process of systemic reform and school improvement. The 3 mechanisms of school planning and management team, student and staff support team, and parent program are discussed. Two levels of community involvement are defined: those community groups, organizations, and institutions that exist within the geographical perimeters of the SDP school, and more distant resources that have an impact on the teaching, learning, and assessment process in SDP schools. Results of assessment studies indicate that the SDP has a significant positive effect on student achievement, behavior, self-esteem, and overall adjustment. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study gathered information and perceptions regarding the School Development Program's (SDP) ... more This study gathered information and perceptions regarding the School Development Program's (SDP) history, structure and procedures within the Benton Harbor Area School District (Michigan). The study sample included 46 people. SDP was created to be part of a comprehensive desegregation/educational improvement program for the district. Using a field survey and a structured interview approach, the study found a general perception that student achievement is improving, school climates are becoming more positive, parents and teachers are finding more avenues of communication and the decisionmaking processes are becoming more democratic in SDP schools. The most frequently mentioned obstacle to the achievement of SDP goals was a general resistance to challge among the school staff. The second most frequently mentioned obstacle was a perception that procedures and expectations were unclear. The report also discusses study design, method, and analysis. An appendix includes the interview protocol and tables with response information. The predominant attitude about the SDP seems to be one of cautious optimism. (PS)
INSTITUTION Yale Univ., New Haven, Conn. Child Study Center. PUB DATE Jan 87 NOTE 18p.; For relat... more INSTITUTION Yale Univ., New Haven, Conn. Child Study Center. PUB DATE Jan 87 NOTE 18p.; For related documents, see UD 025 596-599.
ihe Self-Assessment Questionnaire (SAQ) was developed to evaluate the study and learning behavior... more ihe Self-Assessment Questionnaire (SAQ) was developed to evaluate the study and learning behavior of urban Black and Hispanic students in ways not measured by existing study skills instruments. The instrument attempts to deal effectively with "non-intellectual" factors identified previously as having an impact on study and learning behavior. In a preliminary stage, the SAQ consisted of 140 5-point Likert scale item0. Of these, 76 were devoted to Task Skills, 41 to Cognitions, and 23 to Affect. This version of the SAQ was administered te 681 Black and Hispanic freshmen in two New York City and one New Haven, Connecticut high school. Then, the item set was reduced by selecting out items correlated with criterion and validity measures, the remaining items were factor analyzed to develop scales, and, finally, t.n independent subsample was taken to test the predictive power of the scales derived through factor analysis. Overall, the questionnaire showed that some meaningful nen-intellective, non-skill contributors to minority student academic performance can be empirically identified. These data suggest three avenues for further research: (1) given the surprising strength of non-intellective factors, discouragement with school and the evaluation of the school self are areas deserving more attention; (2) approaches to developing alternative instrumentation in this area must proceed carefully in the use of validity criteria; and (3) assessment of items which can discriminate between the mid-range performers and high-and low-level performers would also be of great importance. (KB)
Administered a learning and study strategies inventory (C. E. Weinstein et al, 1985), which asses... more Administered a learning and study strategies inventory (C. E. Weinstein et al, 1985), which assesses cognitive skills, study behavior and motivation to 148 high-, average-, and low-achieving high school students in an inner-city school. An analysis of variance (ANOVA) indicated that the low-achieving Ss differed significantly from their average and high-achieving peers on cognitive skills, study habits, and motivation. A stepwise discriminant analysis revealed that motivation was the most powerful discriminative factor. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
GEAR UP, a federally-funded pre-college outreach program, strives to provide academic and other s... more GEAR UP, a federally-funded pre-college outreach program, strives to provide academic and other supports to middle and high school students and their families to help them prepare for, and pursue, higher education. GEAR UP was established in 1998 by President Clinton through Title IV of the 1998 Amendments to the Higher Education Act of 1965 (HEA). This paper utilizes a phenomenological frame to explore certain key considerations involved in the initial implementation phases of a GEAR UP grant. Four distinct qualitative phenomenological perspectives from Southern Connecticut State University (SCSU) faculty members involved in a current State of Connecticut GEAR UP grant Alliance are shared. Through these four accounts, qualitative, descriptive information about specific systemic, organizational, content, and procedural factors to consider when beginning implementation and planning for a 6-year university-school district partnership like GEAR UP are considered. The insights are not n...
... Citation. Database: PsycINFO. [ Journal Article ]. Assessment of metacognition in problem sol... more ... Citation. Database: PsycINFO. [ Journal Article ]. Assessment of metacognition in problem solving. Armour-Thomas, Eleanor;Haynes, Norris M. Journal of Instructional Psychology, Vol 15(3), Sep 1988, 87-93. Abstract. Developed ...
The plight of urban education in America continues to evoke considerable concern among many educa... more The plight of urban education in America continues to evoke considerable concern among many educators, policymakers, and average citizens. Urban schools whose populations are disproportionately minority continue to experience high rates of failure despite the many school improvement efforts of the past three decades. The most effective strategies are those that address the socioemotional and psycho-educational needs of children. The linkage between school programs and communities, including families must be strengthened The School Development Program of the Yale Child Study Center has been successful in improving urban schools because of its emphasis on systemic change, child development, and parent involvement.
Children in today's society face many stresses from a variety of sources that have a major impact... more Children in today's society face many stresses from a variety of sources that have a major impact on thier psychosocial adjustment and academic performance in school. These stressful events and thier consequences on the quality of life and academic success are particularly significant among low-income and ethnic minority students in American society. Many schools have adopted strategies to help students who are impacted by stressful life events to deal affectively with their problems in an attempt to reduce school failure and school dropout rates among these students. Most notable among these strategies are school-based mental health programs including the establishment of school-based mental health teams which seek to proactively address individual student concerns while improving the general climate of schools. The evidence seems to support the claim that these school-based services have a positive impact on students' social and emotional well-being as well as on their academic achievements. However, with more careful monitoring and much more consistent support from administrators and policy mak
Teen parenthood continues to be a sig nificant educational and social issue among middle level an... more Teen parenthood continues to be a sig nificant educational and social issue among middle level and high school stu dents. The level of sexual activity and the rate of teen pregnancy among school children require serious attention and strong, urgent action. Here's a look at a middle school teen parenthood preven tion program that has proved to be ef fective.
ABSTRACT The relationship between specific dimensions of children's self-concept and thei... more ABSTRACT The relationship between specific dimensions of children's self-concept and their social competence as assessed by their parents, teachers, and themselves was examined in the present study. The relative predictive power of six self-concept dimensions in predicting children's assessment of their social competence was also studied. Subjects were 253 randomly selected middle-school students in a northeastern, inner-city school system, their teachers, and their parents. Instruments used included the Tennessee Self-Concept Scale (TSCS) and the Social Competence Scale (SCS). Children completed the Tennessee Self-Concept Scale and the children's version of the Social Competence Scale. Teachers and parents completed a slightly modified version of the Social Competence Scale. A correlational analysis indicated moderately high and significant Pearson moment correlation coefficients (p < .01) between self-concept dimensions and children's ratings of their own social competence. A hierarchical stepwise multiple regression indicated that the six self-concept dimensions in combination accounted for 44% of the total variance, R = .66, p < .01, in social competence ratings.
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