Compared early adolescent involvement with antisocial peers and boys' experiences at age 10. Poor parental discipline and monitoring, peer rejection, and academic failure at age 10 predicted involvement with antisocial peers at age 12. Continuity between boys' antisocial behavior and peer contact at ages 10 and 12 was found. (BC)

This case study describes an unsuccessful research proposal submitted in response to a request for applications for projects to implement and evaluate up to 18 innovative programs for homeless persons with alcohol or other drug problems. This unsuccessful proposal reflects several tensions inherent in evaluation research. (SLD)

Common situations in which children perceive risk and in which adults can lend them a sense of security are described. Ways in which children can learn to become responsible for the risks they face and acquire a sense of security that makes some risks worth taking are reviewed. (SLD)

Suggests that music education by its nature is well suited to meeting the special needs of at-risk students. Discusses the role of music in motivating and enabling students to succeed. Defines the causes of failure as inability and lack of desire to learn when at-risk students receive the wrong kind of instruction. (DK)

This review describes Nonorganic Failure to Thrive, presents developmental outcomes, and discusses psychosocial assessment and intervention issues relevant to this developmental disability of early childhood, focusing on child-specific variables, situational and family variables, parent-child interaction variables, and biopsychosocial formulation…

The ability of 378 elementary school students (aged 9-12 years) in Israel to extract "lawfulnesses" (invariants) from experience and to react to error by reexamining the problem and finding the error was studied on a self-paced inference task. Results are discussed in terms of postfailure reflectivity and postfailure impulsivity. (SLD)

Fourth grade Taiwan students (94 males and 97 females) completed 2 cognitive risk-taking tasks with variable payoff or fixed payoff in a game or test context. Both variable payoff and game context increased the level of academic risk taking. Results are discussed concerning interactions between ability and risk taking. (SLD)

The at-risk concept has become a deficit notion. Policymakers neglect those for whom at-risk programs are intended, ignoring accounts of institutional injustice previously accompanying the term. At-risk has become an administrative agenda that identifies failure before it occurs. Effective reform efforts require parents, teachers, and students who…

Found that (1) children perceived that school failure attributed to lack of competence, task difficulty, and a bad explanation by the teacher is controllable; and (2) children with problems in learning and concentration perceived failure attributed to lack of effort as noncontrollable more often than did children without such problems. (BB)

Critiques special education as a professional and institutional practice and public education as social practice. Compares the Education for All Handicapped Children Act and the Regular Education Initiative. Argues that school organization and specialized professional culture are not conducive to educational excellence and equity and proposes…

Describes research on the development of chronic conduct problems in childhood and adolescence, examining a multiple risk-factor model that includes biological predispositions, ecological context, family processes, peer influences, academic performance, and social information processing as factors leading to conduct problems. The paper describes a…

Discusses the current problem of school failure in Luxembourg. Examines school failure in general and describes the main characteristics of Luxembourg's school system, highlighting possible remedial solutions to the situation that are being recommended by the government, and examining pertinent developments in the field of teacher training. (SM)

Results of two experiments involving 35 college students and 96 junior high school students studying spontaneous cognitions after receiving test results or taking a test show that success triggers evaluative cognitions while failure triggers attributions, particularly in uncertain situations.(SLD)

This article reflects on previous articles (EC 624 620-621) that explore how pre-existing structures within the educational system impede the academic achievement of many African-American learners. It urges more educators to be willing to critique school practices and to seek understanding of African American culture in order to alter teacher,…

Discusses the tremendous barriers to success in college that Navajo students face. Discusses five major forms: financial difficulty, family obligations, prescriptive attitudes toward Standard American English, instructor/faculty ethnocentrism, and ambivalence toward Western education. Discusses ways faculty can work to mitigate these barriers as…