Reviews: Snyder, Helen I. Contemporary Educational Psychology: Some Models Applied to the School Setting. New York: Wiley, 1968. 236 + xxi pp. $8.95.

1969 ◽  
Vol 6 (3) ◽  
pp. 459-461
Author(s):  
Richard E. Snow
Keyword(s):  
New York ◽  
Educational Psychology ◽  
School Setting ◽  
Contemporary Educational Psychology

The Deception Study: A Potential Paradigm for the Evaluation of Generalizability of Social Skills Training

1985 ◽  
Vol 13 (4) ◽  
pp. 342-348
Author(s):  
Kevin Wheldall ◽  
Richard Alexander
Keyword(s):  
Social Skills ◽  
Classroom Management ◽  
Educational Psychology ◽  
Social Skills Training ◽  
Skills Training ◽  
Academic Skills ◽  
Evaluation Methodology ◽  
Observed Behaviour ◽  
Per Se ◽  
Contemporary Educational Psychology

Research into social skills training has, in common with much other contemporary educational psychology practice, been beset by the problem of how best to evaluate effectiveness. Alongside the movement towards more behaviourally inclined approaches has grown a dissatisfaction with the traditional methods of evaluting effectiveness. If we recognize behaviour per se as being the appropriate level for intervention, whether in relation to academic skills teaching, classroom management, social skills training or whatever, then it follows that effectiveness can only logically be assessed in terms of measurable changes in observed behaviour. Evaluation methodology has tended to lag behind interventional methodology, however, so that it has not been uncommon to see behavioural work assessed in terms of changes in attitude and/or knowledge. On occasion evaluation is not even attempted and behaviour change is assumed to generalize outside the specific confines of the intervention situation.

I. The Segregated Setting: Positive Values and Problems

1958 ◽  
Vol 52 (7) ◽  
pp. 249-254
Author(s):  
Jane Miller Kerina
Keyword(s):  
New York ◽  
Early Childhood ◽  
Social Service ◽  
Nursery School ◽  
School Setting ◽  
Personal Relationships ◽  
Blind Child ◽  
Childhood Education ◽  
The Third ◽  
The Social

The first two articles under this head outline positive values and problems in segregated and non-segregated settings, respectively, in early childhood education. The third article deals with two tendencies in parents and teachers that complicate the choice of setting. These papers were presented in February at the Third Institute of the Social Service and Groupwork and Recreation Departments of the New York Guild for the Jewish Blind. Summary In the segregated nursery school setting the blind child can learn at his own speed and in an atmosphere of understanding of his particular needs to begin to master the elements of his environment and thereby achieve a feeling of accomplishment. Within this setting this child can grow into an awareness of himself as a person of value and also begin to become aware of his limitations among others similarly limited. He becomes increasingly secure in personal relationships and if he has been treated honestly he will certainly have the ability to move without undue fear into the sighted or integrated setting. It must be remembered that the segregated setting is not the real world and that the blind child's presence here is temporary and for a special purpose.

Success in School: A Research Agenda on Student Attrition and Retention in the SEEK Program

1993 ◽  
Vol 15 (4) ◽  
pp. 437-441 ◽  
Author(s):  
Kim C. Francis ◽  
Robert J. Kelly ◽  
Martha J. Bell
Keyword(s):  
New York ◽  
School Setting ◽  
Student Attrition ◽  
Higher Learning ◽  
Institutional Interaction ◽  
Culture Of Learning ◽  
Interaction Processes ◽  
Institutions Of Higher Learning ◽  
Success In Higher Education ◽  
The City

Success in higher education for minorities and disadvantaged students may be more closely linked with their sociopsychological adjustments to an institution than was previously thought. At the same time, the culture of institutions of higher learning may facilitate the assimilation of minority students through an apparatus of services that assists them academically and socially. This article examines the institutional interaction processes in the Search for Education, Elevation, and Knowledge Program (SEEK) among students, staff, and faculty at Brooklyn College of the City University of New York (CUNY), and explores how assimilation into the institutional subculture may be enhanced. The research paradigm raises questions about how the school setting affects success or failure and how institutions offer their students resources that enable them to overcome the legacies of poverty and attitudes inimical to the culture of learning.

scholarly journals The Pre-College Planetarium

1990 ◽  
Vol 105 ◽  
pp. 372-372
Author(s):  
Brendan Curran
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
York City ◽  
School Setting ◽  
Development Stage ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Invaluable Tool ◽  
Specialized School

The Bronx High School of Science is a public school in the New York City school system. It is a specialized school whose students are selected on the basis of a competitive exam. Our planetarium projector was installed out his spring, so many of these suggested activities are still in development stage.In the high school setting, the planetarium has a dual role as a teaching tool and as a motivational tool. The planetarium is used in the Astronomy and Astrophysics course, an advanced elective. This use permits a detailed study of the sky, which is otherwise difficult in New York City. Students who are familiar with thinking in two dimensions often have trouble making the transition to the three dimensions required in astronomy. The planetarium is an invaluable tool to develop students’ spatial orientation. Further, the planetarium generates tremendous enthusiasm.

School Violence: The Bidirectional Conflict Flow Between Neighborhood and School

2003 ◽  
Vol 2 (4) ◽  
pp. 353-369 ◽  
Author(s):  
Pedro Mateu‐Gelabert ◽  
Howard Lune
Keyword(s):  
New York ◽  
School Violence ◽  
School Setting ◽  
Ethnographic Study ◽  
Neighborhood Violence ◽  
Adolescent Violence ◽  
Neighborhood Structures ◽  
Adolescent Conflict ◽  
Bidirectional Flow ◽  
Selection Of

In this article we explore the interrelationship between school and neighborhood violence through an ethnographic study conducted over a two‐year period in a New York City middle school. This article presents a bidirectional flow of adolescent conflict by analyzing incidents taking place outside the school that originate in the school setting, and incidents of conflict occurring in the school that were initiated in the surrounding neighborhood. The research shows the effect of school and neighborhood structures on adolescent violence, concluding that school violence is a highly contextual and dynamic process. Adolescents do not choose their fights in a vacuum, but instead, in their selection of peers, allies, and conflict groups, they mirror the organizational and cultural settings of both their school and neighborhood.

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