Considers the role of the essential functions of adult education: economic and social/moral development. Describes the implementation of these functions in Chinese history. (SK)

Examined patterns of socio-cognitive growth among 23 Anglo-American and 23 Chicano college students. Results indicated that patterns for the two groups differed. Although groups were similar in epistemic performance levels, factors associated with performance levels of Anglo-American students were unrelated to performance levels of Chicano…

Although multicultural education is helpful for developing perspectives of various traditions, the significance of individuality should not be overshadowed. Equal time should be given to individual development, internal locus of control, and nurturance of stable, consolidated personality. (SK)

A three-year longitudinal study compared children exposed to somewhat more musical influences with those exposed to little singing or music in nursery school settings. Findings indicated that the experimental group exceeded control group in frequency of vocalizations, rhythmic movements, initiations of social contact, and positive emotional…

A study of 22 high-functioning children with autism (ages 7 to 14) and 19 typical children investigated whether cognitive ability would affect performance on a theory-of-mind task. Results found an association between cognitive ability and performance on a second-order false-belief task in the children with autism. (CR)

Cultures include a combination of shared and contested understandings. Although individuals may identify with their culture, they are also critical of practices judged unfair. Cultural practices that privilege one group and restrict the practices of another are sources of conflict and change. (Author)

This study compared the social skills of 36 adults, all with profound mental retardation and 12 with autism and 12 with pervasive developmental disorder not otherwise specified (PDDNOS). Autistic subjects differed significantly from the other two groups and the PDDNOS group demonstrated better nonverbal social skills than the autism group but not…

Explores how fairy tales address socio-emotional challenges children face during their socialization. Applies a structural theory of fairy tales to three literary versions of the Cinderella story. Suggests that the combination of simplicity of form and complexity of content makes the fairy tale a powerful tool for perception of and reflection on…

In a New York City community school, music therapy addresses the following social and emotional developmental goals: participation, interaction, relationships, communication, expression, space sharing, problem solving, self-esteem, respect, and awareness. (SK)

Describes the methods, materials, and process of a curriculum and group work model that provides an alternative approach for addressing academic and social skills developments. Provides a theoretical framework, including baseline data, an overview of learning theory, and a brief cultural history. The group itself focused on members' strengths.…

For the past eight years, Social Development Project researchers have assessed more than 2000 children from nine elementary schools, beginning when they were kindergartners. Researchers found a link between social skills and academic performance. Stable peer acceptance over the early school years protects children from early academic difficulties.…

Defines the goals of social constructivism as providing a democratic and critical learning experience for students through the building of knowledge about self, school, everyday experience, and society. Reviews specific implications and practical applications of the philosophy. (TB)

Draws on an ethnographic study of four adolescent girls to examine how focal students comply with and resist official institutional expectations, how participation in the classroom is influenced by the underlife present within the school, and how a person's membership within groups regulates literate practices. Argues that students' performances…

Describes the role of observational research in the assessment of children's peer-related social competence and the conceptual frameworks that serve as a foundation for observational assessment of children's social goals. Describes technological advances that allow more descriptive, precise, and complex behavioral codes. Provides an example of an…

The Social Relations model of D. A. Kenny estimates variances and covariances from a round-robin of two-person interactions. This paper presents a matrix formulation of the Social Relations model, using the formulation to derive exact and estimated standard errors for round-robin estimates of Social Relations parameters. (SLD)