Resource units related to common personal problems of youth for use in social settlements.

Thesis (Ed.M.)--Boston Universit

Selected factors in assessment of a group designated as school malperformers

This project was an exploratory study of malperformance among 60 children of the seventh grade of Creston Elementary School, Portland, Oregon. This class was described as an unusually disruptive group of students and was considered by the school as one of the most troublesome in the school\u27s history. The study focused on the concept of malperformance itself and the reliability of its assessment. The major hypotheses were these: A. Teachers are consistent among themselves in how they define malperformance and in whom they designate as malperformers. B. Teachers\u27 and students\u27 estimation of the students\u27 level of performance in the dimensions studied are positively related. C. A student\u27s self- estimate in the dimensions studied is related to his estimation of the teachers\u27 reactions to himself and other classmates. D. The label of malperformer is associated with lower ratings of personal behavior and school subject grades. E. Factors of sex, age, and I.Q. are related to malperformance. Each teacher was asked to define malperformance and to identify malperforming students in his class. Each student was asked if he felt the teachers liked him and if they were fair. The Pupil Behavior Inventory, a standardized rating scale dealing with five areas of student behavior, was administered to the teachers. A modified form of the Pupil Behavior Inventory was administered to each student to determine his assessment of his own behavior. Data was analyzed with the help of statistical tests of significance to evaluate the differences obtained. Study findings did not support the hypothesis that teachers are consistent among themselves in how they defined malperformance and which students they designated as malperformers. Each teacher defined malperformance differently. Some definitions were difficult to interpret in terms of specific behavior traits. There was only 53% marginal probability that another teacher would agree when a particular teacher designated a student as a malperformer. However, there was no significant difference in the number of students designated as malperformers by each teacher. Findings yielded evidence to support the hypothesis that there is a positive relationship between the teachers\u27 estimation of the level of the students\u27 performance and the students\u27 own assessment of his performance. Students designated as normals rated their own behavior very close to teacher ratings. In contrast, malperformers tended to rate their behavior much higher than did the teachers; however, malperformer self-ratings were lower than self-ratings of the other students. Malperformers had lower personal behavior and school subject grades than normals. No significant differences were found in the I. Q. range for normals and malperformers. This study indicated the need for more clarity and consistency in evaluating student behavior within the school system. Further research is needed in developing methods of identifying problem students and how to best help them

Correspondences and Contradictions in International and Domestic Conflict Resolution: Lessons From General Theory and Varied Contexts

Does the field of conflict resolution have any broadly applicable theories that work across the different domains of international and domestic conflict? Or, are contexts, participants, and resources so domain specific and variable that only thick descriptions of particular contexts will do? These are important questions which have been plaguing me in this depressing time for conflict resolution professionals, from September 11,2001 (9/11), to the war against Iraq. Have we learned anything about conflict resolution that really does improve our ability to describe, predict, and act to reduce unnecessary and harmful conflict? These are the questions I want to explore in this essay, all the while knowing that I will ask more questions than I have answers to. My hope is to spark more rigorous attention to the possibility of comparative dispute resolution study and practice, using key concepts, theories, empirical studies, practical wisdom, and experiential insights to spark and encourage more multi-level and multi-unit analysis of some of our shared propositions

The University of Dayton Exponent, June 1936

Published monthly, usually October through May, in the interest of the students of the University of Dayton. Contents include essays, editorials, poems, plays, histories, and other creative works.https://ecommons.udayton.edu/exponent/1322/thumbnail.jp

RAIN

Volume 14, Number 1 Inside: Decentralized Politics; The Natural Economy of Laos; Swiss Origins; The Oregon Experiment Revisited. Scanned from print copy loaned by Tom Bender RAIN began in October 1974 as a publication of ECO-NET, an environmental education network funded by the Hill Foundation and an Environmental Education grant. Its office was based in the Environmental Education Center at Portland State University. With a focus on the Pacific Northwest, particularly Oregon, RAIN originally described itself as a “bulletin board” with an “emphasis on environmental/energy related and communications kinds of information” and interested in “the evolutionary possibilities of inter-disciplinary connections.”https://pdxscholar.library.pdx.edu/rain_japt/1098/thumbnail.jp

Using community resources to develop an attitude toward the conservation of natural resources in intermediate grade children

Thesis (Ed.M.)--Boston University 2" X 2" slides and Tape