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Posthumanism has seen a surge across the humanities and offers a unique perspective, seeking to illuminate the role that more-than-human actors (e.g., affect, artifacts, objects, flora, fauna, other materials) play in the human experience . This book challenges the field of social studies education to think differently about the precarious status of the world (i.e., climate crisis, ongoing fights for racial equity, and Indigenous sovereignty). By cultivating a greater sense of attunement to the more-than-human, educators and scholars can foster more ethical ways of teaching, learning, researching, being, and becoming. In an effort to push the boundaries of what constitutes social studies, chapter authors engage with a wide range of disciplines and offer unique perspectives from various locations across the globe. This volume asks: How can thinking with posthumanism disrupt normative approaches to social studies education and research in ways that promote imaginativeness, speculation, and nonconformity? How can a posthumanist lens be used to interrogate neoliberal, systemic, and oppressive conditions that reproduce and perpetuate in-humanness? Book Features: (1) a collection of essays that explore the phenomenon of posthuman approaches to social studies scholarship; (2) contributions by many prominent social studies education scholars representing seven countries--Canada, Norway, Russia, Spain, Sweden, the United Kingdom, and the United States; (3) a foreword by Boni Wozolek and an afterword by Nathan Snaza, both of who have made significant contributions to critical posthumanism in education; (4) provocation chapters that push readers' thinking about the various ways that posthumanism connects to teaching and learning social studies; and (5) images of more-than-human entanglements (i.e., artwork, photography, poetry). [Foreword written by Boni Wozolek. Afterword written by Nathan Snaza.]

This book provides targeted suggestions that educators can use to ensure successful teaching and learning with today's growing population of transnational, multilingual students. The text offers insights based on the author's observations, interactions, and interviews with second-generation immigrant children, their families, and their teachers in the United States and South Korea. These collected stories give educators a better understanding of how elementary school children engage in language, literacy, and learning in and across spaces and countries; the forms of unique linguistic and cultural knowledge immigrant children build, expand, and mobilize as they move across contexts; the ways in which immigrant children position themselves and represent their identities; and how educators and researchers can honor these children's identities and unique talents. Featuring children's narratives, drawings, writings, maps, and photographs, this resource is a must-read for educators and researchers seeking to create more inclusive learning spaces and literacy practices. The book features: (1) Examples of students' literacy practices with insights for more effective teaching; (2) Practical lessons gleaned from children engaging with language and literacy in flexible and dynamic ways in their everyday lives; (3) Targeted suggestions to help educators better understand and utilize children's unique linguistic abilities and cultural understandings; (4) Discussion questions and examples that challenge deficit perspectives of immigrant children and reposition them as multilingual and transnational experts; and (5) Implications for educators and researchers seeking ways to amplify young immigrant children's voices and leverage their knowledge. [Foreword written by Catherine Compton-Lilly.]

The aim of this report is to review current research studies on how school infrastructure affects children's learning outcomes and to identify key parameters that can inform the design, implementation, and supervision of future educational infrastructure projects. At the same time, this document also aims to identify areas where the evidence is currently less strong and where there is the potential for the further exploratory work. School infrastructure constitutes a large component of the World Bank's education investment projects. To ensure that investments in school infrastructure achieve the maximum positive impact on learning, this report suggests that a comprehensive set of questions needs answers: (1) Do all children actually have access to a place at school?; (2) Do the school buildings provide a safe and healthy environment?; (3) Are the existing learning spaces optimally designed for learning?; (4) Does the design of the school foster current pedagogy and community engagement?; and (5) How can the school infrastructure be designed to evolve sustainably over the longer term? This report brings together the key findings from studies of international practice as a first step towards finding optimal solutions to the issues raised by these questions and maximizing the benefits of school infrastructure.

The theme for the 59th annual conference of the Association of Literacy Educators and Researchers was Making a Difference in Our Diverse Communities. The meeting took place in Costa Mesa, California in 2015. In the first section of the Yearbook, Dr. J. Helen Perkins's presidential address shared the story of her journey as an educator and how it influenced her awareness of the importance of social justice in teacher education. Then, in "Preparing Educators Who Make a Difference in Our Diverse Communities," Dr. Patricia A. Edwards wrote, "Teachers have a responsibility to all their students to ensure that all have an equal opportunity to achieve to the best of their abilities." These two articles, along with the other featured speakers and award winners, described the need for teacher educators and researchers to rise to the challenge of preparing the next generation to embrace diversity and implement best practices in literacy instruction that will meet the needs of ALL learners. In section two, the authors explained how their research on web tools, drama and play, intervention strategies, and curriculum materials impacted children, adolescents, and families. Section three showcases the research from teacher leaders, English language learners, and literacy coaches and its impact on adult learning. Section four focuses on the impact research has on teacher education programs. All of the articles within this Yearbook represent a sampling of the sessions presented at the conference. After a peer-review process for conference acceptance, the ensuing articles underwent an additional round of peer review for acceptance in the Yearbook. The articles reflect the theme and broaden it in terms of cultures to include not only cultures of ethnicity, race, gender, politics and economics, but also cultures of new literacies and technologies. The authors address both research and practice providing additional opportunities for making a difference in diverse communities. [For the Thirty-Seventh Yearbook, see ED594526.]

The theme for the 58th annual conference of the Association of Literacy Educators and Researchers (ALER) was Bridging Cultures Through Literacy. In the first section of the Yearbook, Parker Fawson's presidential address captures the unique nature of ALER and its role in his professional development, and then moved beyond to capture the changing nature of literacy. In "Creating Innovators: The Central Role of Literacy Development in a Rapidly Changing Global Landscape", Dr. Fawson described the need for 21st century "dispositions" such as creativity, critical thinking, risk-taking, and collaborative problem solving over a storehouse of facts. In section two, Violet Harris, one of the keynote speakers, reminds attendees to recognize the importance of multicultural literature as one of the critical components of bridging cultural gaps. The third section showcases ALER award winners while section four showcases the master's and doctoral research award winners' papers. The remaining articles represent a sampling of the sessions presented at the conference and are divided into three categories related to the conference theme and articles contents: (1) Bridging Cultures Through Literacy: Impacting Children, Adolescents, and Families; (2) Bridging Cultures Through Literacy: Impacting Adult Learners; and (3) Bridging Cultures Through Literacy: Impacting Teacher Education. After a peer-review process for conference acceptance, the ensuing articles underwent an additional round of peer review for acceptance in the Yearbook. The articles reflect the theme and broaden it in terms of cultures to include not only cultures of ethnicity, race, gender, politics and economics, but also cultures of new literacies and technologies. The authors address both research and practice providing additional opportunities for considering new thinking and bridging cultures of all kinds demonstrating that literacy is the road, or bridge, to human progress. [For the Thirty-Sixth Yearbook, see ED552940.]

This annual report presents several articles related to the work of the Clinical Center for Child Development at Hokkaido University in Sapporo, Japan. The articles are: (1) "Intrinsic Musicality: Rhythm and Prosody in Infant-Directed Voices" (Niki Powers); (2) "Movable Cognitive Studies with a Portable, Telemetric Near-Infrared Spectroscopy System" (Yoko Hoshi, Shing-Jen Chen, Ai-Qin Liu, and Mamoru Tamura); (3) "Cross Cultural Comparison of Emotion Regulation in Japanese and American 11-Month-Old Infants" (Tatsuo Ujiie, Joseph Campos, Rosemary Campos, Linda A. Camras, Harriet Oster, Kazuo Miyake, Lei Wang, and Zhaolan Meng); and (4) "The Basic Structure of Metacommunication in Intersubjective Fun-Interactions between Mothers and Infants: Analysis of Two Contrasting Cases" (Shigeru Nakano). (KB)

This document consists of three sources which compile research on the influence of media sex and violence on children's development. The first is a collection of articles on children and the media; the remaining two are bibliographies of research--one on pornography and sex in the media, the other on video and computer games. The articles in the collection are: (1) "The Monster Massacre or What Is a Violent Electronic Game?" (Christofferson); (2) "Video Game Violence and Aggression: A Review of Research" (Griffiths); (3) "Killing Time? A Canadian Meditation on Video Game Culture" (Kline); (4) "Video Games and Violence: Controversy and Research in Japan" (Sakamoto); (5) "Computer Games and Aggression: Research in Australia and New Zealand" (Durking and Low); (6) "Competitive Aggression in Australian Adolescent Males during Videogame Play" (Ask, Augoustinos, and Winefield); (7) "Boys, Girls, and Violent Video Games: The Views of Dutch Children" (Nikken); (8) "New Media and Young People in Sweden" (Petrov); (9) "It Isn't Real: Children, Computer Games, Violence, and Reality" (Sorensen and Jessen); (10) "Perceptions of Video Games among Spanish Children and Parents" (Casas); (11) "Violent Elements in Computer Games: An Analysis of Games Published in Denmark" (Schierbeck and Carstens); (12) "Classifications of Interactive Electronic Media" (Christofferson); (13) "Effects of Sexual Content in the Media on Children and Adolescents" (Wartella and others); (14) "Sexual Messages on Entertainment TV in the U.S.A." (Kunkel and others); (15) "Does Pornography Influence Sexual Activities?" (Forsberg); (16) "What Is the Internet? Basic Technology from the User's Perspective" (Evjen and Bjornebekk); (17) "Sex on the Internet: Issues, Concerns, and Implications" (Griffiths); (18) "Violent Pornography on the Internet: A Study of Accessibility and Prevalence" (Bjornebekk and Evjen); (19) "Paedophile Information Networks in Cyberspace" (O'Connell); (20) "Child Sex Iconography: Iconic Narratives of Child Sex Myths" (O'Connell); (21) "Child Abuse on the Internet" (Arnaldo); (22) "The Audience's Perception of Media Violence: Review of Research in the UK" (Hargrave); (23) "Violence on Chilean Television and Audience Perception" (Silva and Souza); (24) "Censorship and the Third-Person Effect: A Study of Perception of Television Influence in Singapore" (Gunther and Ang); (25) "Attitudes to Television Content in Australia" (Cupitt); (26) "A Study on Canadian Family Discourse about Media Practices in the Home" (Caron and Caronia); (27) "The Internet and the Family: The View of U.S. Parents" (Turow with Nir); (28) "U.S. Adults and Kids on New Media Technology"; (29) "Kids Discuss Safety on the Internet" (Childrens Express); (30) "Opinions in Australia, Germany, and the U.S. on Control of Misuse on the Internet" (Waltermann and Machill); and (31) "The Protection of Minors in the Public Opinion: An Austrian Perspective" (Geretschlaeger). Each article contains references. (HTH)

This volume presents 13 essays on urban problems in the United States, particularly in Los Angeles (California) following the 1992 riots, and policy options for the future. Part 1 addresses policies of the past three decades; Part 2 looks at children, youth, and families; Part 3 discusses crime and criminal justice; and Part 4 examines public services and social welfare. Chapters are as follows: (1) "Public Policy and the Inner City across Three Decades" (Robert A. Levine and Barbara R. Williams); (2) "The Widening Income and Wage Gap between Rich and Poor: Trends, Causes, and Policy Options" (Lynn A. Karoly); (3) "Families, Children, Poverty, Policy" (Julie DaVanzo); (4) "Helping Urban Teenagers Avoid High-Risk Behavior: What We've Learned from Prevention Research" (Phyllis L. Ellickson); (5) "Urban Education" (Paul T. Hill); (6) "Military Service: A Closing Door of Opportunity for Youth" (James R. Hosek and Jacob Alex Klerman); (7) "Crime and Punishment in California: Full Cells, Empty Pockets, and Questionable Benefits" (Joan Petersilia); (8) "Reforming California's Approach to Delinquent and High-Risk Youth" (Peter W. Greenwood); (9) "Street Drug Markets in Inner-City Neighborhoods: Matching Policy to Reality" (Peter H. Reuter and Robert J. MacCoun); (10) "Financing Public Services in Los Angeles" (Preston Niblack and Peter J. E. Stan); (11) "Needed: A Federal Role in Helping Communities Cope with Immigration" (Georges Vernez); (12) "Providing Health Care for the Uninsured and Underinsured in Los Angeles County" (Robert E. Tranquada and Peter A. Glassman); and (13) "Getting Nowhere: Homeless People, Aimless Policy" (Paul Koegel and Audrey Burnam). Information on the contributors is included. (Contains 52 references.) (JB)

This book takes on current perspectives on children's relationships to literacy, media, childhood, markets and transtionalism in converging global worlds. It introduces the idea of multi-sited imaginaries to explain how children's media and literacy performances shape and are shaped by shared visions of communities that we collectively imagine, including play, media, gender, family, school, or cultural worlds. It draws upon elements of ethnographies of globalization, nexus analysis and performance theories to examine the convergences of such imaginaries across multiple sites: early childhood and elementary classrooms and communities in Puerto Rico and the Midwest United States. In this work we attempt to understand that the local moment of engagement within play, dramatic experiences, and literacies is not a given but is always emerging from and within the multiple localities children navigate and the histories, possibilities and challenges they bring to the creative moment.

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces--extracts from books, key articles, salient research findings, major theoretical and/practical contributions--so the world can read them in a single manageable volume. Michael A. Peters has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed over 60 books (authored, co-authored and edited) and 500 articles to the field. In "Education, Philosophy and Politics", Michael A. Peters brings together 15 of his key writings in one place, including chapters from his best-selling books and articles from leading journals. Starting with a specially written Introduction, which gives an overview of Michael's career and contextualises his selection, the essays are then arranged thematically to create a pathway of a way of thinking in philosophy of education which is forward looking but takes account of tradition and the past. The subjects of the chapters include: (1) Wittgenstein Studies; (2) Philosophical Critique of Modernity; (3) French Poststructuralism; (4) Jean-Francois Lyotard; (5) Foucault & Deleuze; (6) Derrida; (7) American Pragmatism; (8) Rorty; (9) Cavell; and (10) Philosophy and racism. Through this book, readers can follow the themes and strands that Michael A. Peters has written about for over three decades and clearly see his important contribution to the field of education.

The child population in the United States is rapidly changing and diversifying--in large part because of immigration. Today, nearly one in four US children under the age of 18 is the child of an immigrant. While research has focused on the largest of these groups (Latinos and Asians), far less academic attention has been paid to the changing Black child population, with the children of Black immigrants representing an increasing share of the US Black child population. To better understand a unique segment of the child population, chapters in this interdisciplinary volume examine the health, well-being, school readiness, and academic achievement of children in Black immigrant families (most with parents from Africa and the Caribbean). The volume explores the migration and settlement experiences of Black immigrants to the United States, focusing on contextual factors such as family circumstances, parenting behaviors, social supports, and school climate that influence outcomes during early childhood and the elementary and middle-school years. Many of its findings hold important policy implications for education, health care, child care, early childhood development, immigrant integration, and refugee assistance. Chapters include: (1) Contemporary Black Caribbean Immigrants in the United States (Kevin J.A. Thomas); (2) New Streams: Black African Migration to the United States (Randy Capps, Kristen McCabe, and Michael Fix); (3) Young Children in Black Immigrant Families from Africa and the Caribbean (Donald J. Hernandez); (4) Black and Immigrant: Exploring the Effects of Ethnicity and Foreign-Born Status on Infant Health (Tiffany L. Green); (5) Parenting Behavior, Health, and Cognitive Development among Children in Black Immigrant Families: Comparing the United States and United Kingdom (Margot Jackson); (6) Patterns and Predictors of School Readiness and Early Childhood Success among Young Children in Black Immigrant Families (Danielle A. Crosby and Angel S. Dunbar); (7) Circumstances and Outcomes among Black Immigrant Mothers and their Young Children: Evidence from Palm Beach County, Florida (Lauren Rich, Julie Spielberger, and Angela Valdovinos D'Angelo); (8) Transnational Parenting: Child Fostering in Ghanaian Immigrant Families (Cati Coe); (9) Beyond Black: Diversity among Black Immigrant Students in New York City Public Schools (Fabienne Doucet, Amy Ellen Schwartz, and Elizabeth Debraggio); (10) The Academic Development of Black Foreign-Born Students in Miami-Dade County Schools (Dylan Conger and Megan Hatch); and (11) Will the Paradox Hold? Uncovering the Path to Academic Success for Young Children of Black Immigrants (Carola Suarez-Orozco).

This volume of transformed research utilizes an activist approach to examine the notion that nothing is apolitical. Research projects themselves are critically examined for power orientations, even as they are used to address curricular problems and educational or societal issues. Philosophical perspectives that have facilitated an understanding of issues of power are used to conceptualize research problems as well as determine methodologies. These life-experience perspectives include, but are not limited to, postcolonial and subaltern studies, feminisms, poststructuralism, cultural studies, and critical race theory. The book also examines the use of language, discourse practices, and power relations that prevent more socially just transformations. The "Critical Qualitative Research Reader" is an invaluable text for undergraduate and graduate classrooms as well as an important volume for researchers.

Learning disabilities are conditions that are associated with difficulties in knowledge and skill acquisition to the level expected of same-age peers. The current book is an international examination of assessment methods, preventative measures, intervention, and research with those individuals with learning disabilities obtained from authors in the United States of America, Europe, Asia, and Africa. This book contains the following chapters: (1) Classification and Detection of Specific Language Impairments in Children Based on their Speech Skills (Pavel Grill and Jana Tucková); (2) Learning Disability in RASopathies (Ilaria Maccora, Matteo Della Monica, Giovanna Traficante, Gianpaolo De Filippo, and Stefano Stagi); (3) Developmental Dyslexia in Spain (Manuel Soriano-Ferrer and Manuel R. Morte-Soriano); (4) Current Perspectives on Prevention of Reading and Writing Learning Disabilities (Maria-José González-Valenzuela); (5) Multiple Intelligences and Videogames: Intervention Proposal for Learning Disabilities (Patricia García-Redondo, Trinidad García, Debora Areces, Pablo Garmen, and Celestino Rodríguez); (6) Specific Learning Disabilities: Response to Intervention (Kimberly A. Heinemann, Heather Bolanos, and Jennifer S. Griffin); (7) Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part One: Theory and Assessment (Charles Potter); (8) Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part Two: Programme Methods and Materials (Charles Potter); and (9) Exploring Community Attitudes to People with Learning Disabilities: Using a Micro-Neighbourhood Design (Margaret Denny, Suzanne Denieffe, and Majda Pajnkihar).

Fertility rates have fallen dramatically around the world. In some countries, there are no longer enough children being born to replace adult populations. The disappearance of children is a matter of concern matched only by fears that childhood is becoming too structured or not structured enough, too short or too long, or just simply too different from the idealized childhoods of the past. "The End of Children?" brings together scholars who draw on their expertise in multiple disciplines--sociology, demography, history, anthropology, family studies, social work, and education--to provide a more balanced, less alarmist perspective on the meanings and implications of these issues. Contrary to predictions of the end of children and the end of childhood, their investigations of developments in Canada and the United States, and to a lesser extent elsewhere in the world, show that fertility rates and ideas about children and childhood are not uniform but rather vary around the globe based on factors such as time, culture, class, income, and age. These timely explorations of how changing ideas about the child are reshaping when and why people have children and how they choose to raise them opens a new dialogue on the production and place of children in modern society.

Americans like to believe that theirs is the land of opportunity, but the hard facts are that children born into poor families in the United States tend to stay poor and children born into wealthy families generally stay rich. Other countries have shown more success at lessening the effects of inequality on mobility--possibly by making public investments in education, health, and family well-being that offset the private advantages of the wealthy. What can the United States learn from these other countries about how to provide children from disadvantaged backgrounds an equal chance in life? Making comparisons across ten countries, "Persistence, Privilege, and Parenting" brings together a team of eminent international scholars to examine why advantage and disadvantage persist across generations. The book sheds light on how the social and economic mobility of children differs within and across countries and the impact private family resources, public policies, and social institutions may have on mobility. In what ways do parents pass advantage or disadvantage on to their children? "Persistence, Privilege, and Parenting" is an expansive exploration of the relationship between parental socioeconomic status and background and the outcomes of their grown children. The authors also address the impact of education and parental financial assistance on mobility. This book contain five parts. Chapter 1 presents an introduction by Timothy M. Smeeding, Robert Erikson, and Markus Jantti. Part I, Longer-Term Framing Studies of Parental SES and Adult-Child Outcomes, contains: (2) Understanding the Mechanisms Behind Intergenerational Persistence: A Comparison of the United States and Great Britain (Jo Blanden, Kathryn Wilson, Robert Haveman, and Timothy M. Smeeding); (3) Economic Mobility, Family Background, and the Well-Being of Children in the United States and Canada (Miles Corak, Lori J. Curtis, and Shelley Phipps); (4) Status Attainment and Wealth in the United States and Germany (Fabian T. Pfeffer); (5) Occupations and Social Mobility: Gradational, Big-Class, and Micro-Class Reproduction in Comparative Perspective (Jan O. Jonsson, David B. Grusky, Reinhard Pollak, Matthew Di Carlo, and Carina Mood). Part II, Early Childhood and Preschool Effects, contains: (6) Income-Related Gaps in School Readiness in the United States and the United Kingdom (Jane Waldfogel and Elizabeth Washbrook); and (7) Economic Deprivation in Early Childhood and Adult Attainment: Comparative Evidence from Norwegian Registry Data and the U.S. Panel Study of Income Dynamics (Greg J. Duncan, Kjetil Telle, Kathleen M. Ziol-Guest, and Ariel Kalil). Part III, Education, contains: (8) Causal Effects of Parents' Education on Children's Education (John Ermisch and Chiara Pronzato); and (9) Children's Cognitive Ability and Parents' Education: Distinguishing the Impact of Mothers and Fathers (John Jerrim and John Micklewright). Part IV, Direct Monetary Transfers, contains: (10) Unequal Giving: Monetary Gifts to Children Across Countries and over Time (Julie M. Zissimopoulos and James P. Smith); Part V, Social and Labor Market Institutions, contains: (11) The Role of Social Institutions in Intergenerational Mobility (Brian Nolan, Gosta Esping-Andersen, Christopher T. Whelan, Bertrand Maitre, and Sander Wagner). An index is included.

As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality affect the educational attainment and life chances of low-income children? In "Whither Opportunity?" a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education--the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, "Whither Opportunity?" analyzes how social and economic conditions surrounding schools affect school performance and children's educational achievement. The book shows that from earliest childhood, parental investments in children's learning affect reading, math, and other attainments later in life. This book contains six parts. Part I, Overview, contains: (1) Introduction: The American Dream, Then and Now (Greg J. Duncan and Richard J. Murnane). Part II, The Developing Child and Adolescent, contains: (2) Lessons from Neuroscience Research for Understanding Causal Links Between Family and Neighborhood Characteristics and Educational Outcomes (Charles A. Nelson III and Margaret A. Sheridan); (3) The Nature and Impact of Early Achievement Skills, Attention Skills, and Behavior Problems (Greg J. Duncan and Katherine Magnuson); (4) Middle and High School Skills, Behaviors, Attitudes, and Curriculum Enrollment, and Their Consequences (George Farkas); (5) The Widening Academic Achievement Gap Between the Rich and the Poor: New Evidence and Possible Explanations (Sean F. Reardon); (6) Inequality in Postsecondary Education (Martha J. Bailey and Susan M. Dynarski); and (7) Educational Expectations and Attainment (Brian A. Jacob and Tamara Wilder Linkow). Part III, The Family, contains: (8) Educational Mobility in the United States Since the 1930s (Michael Hout and Alexander Janus); (9) How Is Family Income Related to Investments in Children's Learning? (Neeraj Kaushal, Katherine Magnuson, and Jane Waldfogel); (10) Parenting, Time Use, and Disparities in Academic Outcomes (Meredith Phillips); and (11) Family-Structure Instability and Adolescent Educational Outcomes: A Focus on Families with Stepfathers (Megan M. Sweeney). Part IV, Neighborhoods, contains: (12) Converging Evidence for Neighborhood Effects on Children's Test Scores: An Experimental, Quasi-Experimental, and Observational Comparison (Julia Burdick-Will, Jens Ludwig, Stephen W. Raudenbush, Robert J. Sampson, Lisa Sanbonmatsu, and Patrick Sharkey); and (13) Unpacking Neighborhood Influences on Education Outcomes: Setting the Stage for Future Research (David Harding, Lisa Gennetian, Christopher Winship, Lisa Sanbonmatsu, and Jeffrey Kling). Part V, Labor Markets, contains: (14) The Effects of Local Employment Losses on Children's Educational Achievement (Elizabeth O. Ananat, Anna Gassman-Pines, and Christina M. Gibson-Davis); and (15) How Does Parental Unemployment Affect Children's Educational Performance? (Phillip B. Levine). Part VI, Schools, contains: (16) The Role of Family, School, and Community Characteristics in Inequality in Education and Labor-Market Outcomes (Joseph G. Altonji and Richard K. Mansfield); (17) Year-by-Year and Cumulative Impacts of Attending a High-Mobility Elementary School on Children's Mathematics Achievement in Chicago, 1995 to 2005 (Stephen W. Raudenbush, Marshall Jean, and Emily Art); (18) The Effect of School Neighborhoods on Teachers' Career Decisions (Don Boyd, Hamp Lankford, Susanna Loeb, Matthew Ronfeldt, and Jim Wyckoff); (19) Crime and the Production of Safe Schools (David S. Kirk and Robert J. Sampson); (20) Immigrants and Inequality in Public Schools (Amy Ellen Schwartz and Leanna Stiefel); (21) School Desegregation and the Black-White Test Score Gap (Jacob L. Vigdor); (22) The Challenges of Finding Causal Links Between Family Educational Practices and Schooling Outcomes (Frank F. Furstenberg); (23) It May Not Take a Village: Increasing Achievement Among the Poor (Vilsa E. Curto, Roland G. Fryer Jr., and Meghan L. Howard); (24) Understanding the Context for Existing Reform and Research Proposals (Harry Brighouse and Gina Schouten); and (25) Intervening to Improve the Educational Outcomes of Students in Poverty: Lessons from Recent Work in High-Poverty Schools (Brian Rowan). A foreword and an index is included.

Dyslexia is a disability that exists in all countries that have high expectations for literacy. The inability to read in spite of normal intellectual potential represents one of the most puzzling educational challenges for literate societies, regardless of the culture or language. This book examines medical, psychological, educational, and sociological data from comprehensive case studies of preteen dyslexic children, in order to profile the disability as it occurs in seventeen different nations. Interviews with the children and their parents reveal how children with dyslexia are identified and treated around the world, and provide a look at various perceptions of dyslexia and its challenges. Researchers and practitioners in education, psychology, and health-related professions will find this case book to be an excellent reference. Parents of children with dyslexia will find the advocacy recommendations helpful. Contents of this book include: (1) Introduction to the Study (Peggy L. Anderson and Regine Meier-Hedde); (2) Felix, a Case Study of Dyslexia in France (Gilles Leloup and Liliane Sprenger-Charolles); (3) Hassan, a Case Study of Dyslexia in Egypt (Soad A. Shahin); (4) Ka-ho, a Case Study of Dyslexia in China (Steven S. W. Chu, Kevin K. H. Chung and Fuk-chuen Ho); (5) Percy, a Case Study of Dyslexia in India (Sunil Karande and Rukhshana F. Sholapurwala); (6) Johan, a Case Study of Dyslexia in Sweden (Gunnel Ingesson); (7) Alon, a Case Study of Dyslexia in Israel (Talya Gur and David Share); (8) Jacob, a Case Study of Dyslexia in Canada (Ronald W. Stringer, Barbara Bobrow and Brenda Linn); (9) Christian, a Case Study of Dyslexia in Germany (Regine Meier-Hedde); (10) Janko, a Case Study of Dyslexia in Hungary (Eva Gyarmathy); (11) Xavi, a Case Study of Dyslexia in Spain (Rosa Maria Gonzalez Seijas); (12) Joao, a Case Study of Dyslexia in Brazil (Simone Aparecida Capellini, Giseli Donadon Germano, Fabio Henrique Pinheiro, Maria Dalva Lourencetti, Lara Cristina Antunes dos Santos and Niura Aparecida de Moura Ribeiro Padula); (13) Yiannis, a Case Study of Dyslexia in Greece (Christos Skaloumbakas); (14) Taku, a Case Study of Dyslexia in Japan (Akira Uno and Jun Yamada); (15) Vicente, a Case Study of Dyslexia in Chile (Arturo Pinto Guevara); (16) Gwyn, a Case Study of Dyslexia in Australia (Christina E. van Kraayenoord); (17) Valeriy, a Case Study of Dyslexia in Russia (Olga Borisovna Inshakova and Maria Arkhipova); (18) Jim, a Case Study of Dyslexia in the United States (Peggy L. Anderson); and (19) Cross-Case Analysis and Reflection (Peggy L. Anderson and Regine Meier-Hedde).

As the U.S. population grows more and more diverse, how can professionals who work with young children and families deliver the best services while honoring different customs, beliefs, and values? The answers are in the fourth edition of this bestselling textbook, fully revised to reflect nearly a decade of population changes and best practices in culturally competent service delivery. The gold-standard text on cross-cultural competence, this book has been widely adopted by college faculty and trusted as a reference by in-service practitioners for almost 20 years. For this timely new edition (see box), the highly regarded authors have carefully updated and expanded every chapter while retaining the basic approach and structure that made the previous editions so popular. Professionals will: (1) Get a primer on cultural competence; (2) Deepen their understanding of cultural groups; and (3) Discover better ways to serve families. Equally valuable as a textbook and a reference for practicing professionals, this comprehensive book will prepare early interventionists and other professionals to work effectively with families whose customs, beliefs, and values may differ from their own. Part I, Introduction, contains: (1) Diversity in Service Settings (Marci J. Hanson); (2) Conceptual Framework: From Culture Shock to Cultural Learning (Eleanor W. Lynch); and (3) Developing Cross-Cultural Competence (Eleanor W. Lynch). Part II, Cultural Perspectives, contains: (4) Families with Anglo-European Roots (Marci J. Hanson); (5) Families with American Indian Roots (Jennie R. Joe and Randi Suzanne Malach); (6) Families with African American Roots (Tawara D. Goode, Wendy Jones, and Vivian Jackson); (7) Families with Latino Roots (Maria E. Zuniga); (8) Families with Asian Roots (Sam Chan and Deborah Chen); (9) Families with Filipino Roots (Rosa Milagros Santos and Sam Chan); (10) Families with Native Hawaiian and Samoan Roots (Noreen Mokuau and Pemerika Tauili'ili); (11) Families with Middle Eastern Roots (Virginia-Shirin Sharifzadeh); (12) Families with South Asian Roots (Namita Jacob); and Postlude: Children of Many Songs: Diversity Within the Family (Eleanor W. Lynch and Marci J. Hanson). Part III, Summary and Implications, contains: (13) Steps in the Right Direction: Implications for Service Providers (Eleanor W. Lynch and Marci J. Hanson). Suggested reading and resources are included. [For "Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families, Third Edition," see ED491776.

Co-author of the popular titles "Booktalking Bonanza" and "The Early Literacy Kit", Betsy Diamant-Cohen brings together 18 examples of successful outreach partnerships that children's librarians and administrators can adapt to their own situations. Contributors from the U.S and Canada explain how they partnered with schools, community organizations, museums, businesses and other agencies to create novel experiences for children across the children's services spectrum (preschool through middle-school). Inside this volume readers will find: (1) Descriptions of innovative award-winning collaborations, such as The Read to Me Program (a family literacy project that evolved from a collaboration between an adult corrections facility and a public library); (2) Programming ideas perfect for enhancing community outreach; and (3) Inspiration to create and kick-start new initiatives. Filled with lively collaborative programming ideas, "Children's Services" will help readers reach out to their communities and to their constituents in new and exciting ways. This book contains six parts. Part I, "Community Organizations and Public Libraries", contains: (1) The Big Tree Library (Jan Johnson); (2) Crossing Cultural Borders: Serving Immigrant Families (Dorothy Stoltz, Susan Mitchell, Elena Hartley, and Jillian Dittrich); (3) Language Fun Storytime: Serving Children with Speech and Language (Tess Prendergast and Rhea Lazar); (4) Reaching Little Heights (Catherine Hakala-Ausperk); and (5) Thrive by Five Reading Readiness Initiative (Elizabeth M. Gray and Candelaria Mendoza). Part II, "Law Enforcement and Public Libraries", contains: (6) Inviting Police to Read at Your Library (Linda Schwartz); and (7) Children of Incarcerated Parents: Public Libraries Reaching Out (Shelley Quezada). Part III, "Academic Institutions and Public Libraries", contains: (8) ReadsinMA.org: Statewide Summer Reading Program Goes Online (Maureen Ambrosino); (9) BLAST School Outreach Program (Georgene DeFilippo); and (10) Braille That Stands Out in More Ways Than One (Deborah J. Margolis). Part IV, "Children's and Play Museums and Public Libraries", contains: (11) Party with Your Partners: Plan a Kids' Book Fest! (Starr LaTronica); (12) Borrow a Book... at the Museum (Carol Sandler); (13) Countdown to Kindergarten (Jeri Robinson and Krystal Beaulieu); and (14) Saving Money through Family Literacy Collaborations (Wendy Blackwell, Leslie Gelders, Pam Cote, and Kerri McLinn). Part V, "Cultural Institutions and Public Libraries", contains: (15) Small Libraries Help One Another in a Big Way (Leah Wagner); (16) SmartArt (Ellen Riordan and Emily Blumenthal); and (17) Teaching Storytelling to Youth: A Library, a School, and an Art Institute Collaborate (Cathy Lancaster and Brenda Harris). Part VI, "Businesses and Public Libraries", contains: (18) Science in the Summer (Margie Stern). An index is included.

The field of intelligence testing has been revolutionized by Alan S. Kaufman. He developed the Wechsler Intelligence Scale for Children-Revised (WISC-R) with David Wechsler, and his best-selling book, Intelligent Testing with the WISC-R, introduced the phrase "intelligent testing." Kaufman, with his wife, Nadeen, then created his own series of tests: the Kaufman Assessment Battery for Children (K-ABC), the Kaufman Test of Educational Achievement (K-TEA), the Kaufman Brief Intelligence Test (K-BIT), and many others. The K-ABC, the first major intelligence test to challenge the Wechsler, helped raise the bar for future tests. This book is a celebration of his life's work, with contributions by a who's who in IQ testing, including Bruce Bracken, Dawn Flanagan, Elaine Fletcher-Janzen, Randy Kamphaus, Nancy Mather, Steve McCallum, Jack Naglieri, Tom Oakland, Cecil Reynolds, and Robert Sternberg. The book, edited by his son James, features essays expanding on his work and ideas from former students and colleagues. This book is divided into four parts. Part I, Those Who Know Him, contains the following: (1) Alan S. Kaufman's Contributions (Nadeen L. Kaufman); (2) Who Is Alan S. Kaufman? (Elizabeth O. Lichtenberger); and (3) Alan S. Kaufman: The Man and the Professional (Jennie Kaufman Singer). Part II, Intelligent Testing, contains the following: (4) Intelligent Testing: Bridging the Gap between Classical and Romantic Science in Assessment (Elaine Fletcher-Janzen); (5) The Intelligent Testing of Children with Specific Learning Disabilities (Nancy Mather); (6) Temperament Preferences for Children Ages 8 through 17 in a Nationally Represented Sample (Kyle Bassett and Thomas Oakland); and (7) Intelligent Intelligence Testing: The Influence of Alan S. Kaufman (Jack A. Naglieri). Part III, The Intersection of Theory and Measurement, contains the following: (8) Kaufman on Theory, Measurement, Interpretation, and Fairness: A Legacy in Training, Practice, and Research (Samuel O. Ortiz and Dawn P. Flanagan); (9) The Theory of Successful Intelligence as a Basis for New Forms of Ability Testing at the High School, College, and Graduate School Levels (Robert J. Sternberg); (10) Kaufman's Work in the Penumbra between Measurement Science and Clinical Assessment (Randy W. Kamphaus and Cecil R. Reynolds); and (11) Success Is a Latent Variable: How Alan Kaufman Shaped Intelligence Test Theory, Interpretation, and Psychometrics with Factor Analysis (Jason C. Cole). Part IV, Kaufman Across the World, contains the following: (12) The K-ABC in France (Claire Enea-Drapeau and Michele Carlier); (13) Dr. Alan Kaufman's Contribution to Japan: K-ABC, Intelligent Testing, and School Psychology (Toshinori Ishikuma); (14) Alan Kaufman's Deep Influence in Sweden (Jan Alm); and (15) Intelligent Testing of Underserved Populations (R. Steve McCallum and Bruce A. Bracken). (Contains 2 tables.)

Living in an age of communication, literacy is an extremely integral part of our society. We are impacted by literature during our infancy, childhood, adolescence, and adulthood. "Literacy for the New Millennium" includes information from specialists in the field who discuss the influence of popular culture, media, and technology on literacy. Together, they offer a comprehensive outline of the study and practice of literacy in the United States. Volume four, "Adult Literacy," offers chapters on adult basic education, programs for English language learners, and workplace literacy. After a set preface and a preface to the volume, this book is organized into three parts. Part I, Issues and Trends in Adult Literacy, contains the following chapters: (1) Defining Adult Literacy (Laurie Elish-Piper); and (2) The World Touches the Classroom: Using "Anthropolicy" to Understand Political, Economic, and Social Effects on Adult Literacy Education (Alisa Belzer and Ralf St. Clair). Part II, Adult Literacy Instruction and Assessment, presents: (3) Teaching and Learning in Adult Basic Education (M. Cecil Smith); (4) Adult Literacy Education Programs (Hal Beder); (5) Adult ESL in the United States (John Strucker); and (6) Adult Learners in a Changing America (Irwin Kirsch, Marylou Lennon, and Claudia Tamassia). Part III, Adult Literacy beyond the Classroom, continues with: (7) Family Literacy and Community Literacy (Victoria Purcell-Gates); (8) Workplace Literacy (Larry Mikulecky); (9) Literacy in Later Life (Anne DiPardo); (10) Integrating Technology and Adult Literacy Education (David J. Rosen); and (11) Resources for Adult Literacy (Jackie Taylor). An index is also included. (Individual chapters contain references.) [For Volume 1, "Early Literacy," see ED498284. For Volume 2, "Childhood Literacy," see ED498283. For Volume 3, "Adolescent Literacy," see ED498286.]

Preparing children to become citizens of a democracy requires recognition of the different ways in which children learn about politics. Kids in the United States currently spend most of their lives in controlled situations such as schools where the dependency they experience in their homes is reinforced. Besides teachers--books, films, television, and video games influence how children think about democracy. Interviews and surveys of children during three Presidential elections and two non-Presidential years show how some sixth-graders in a Vermont town react to the political issues raised in those elections. Besides presenting the children's voices, the author also examines some aspects of the media and of the school situation to see how they effect the children's thinking. Changes that might improve the children's understanding and knowledge of democracy are also suggested. This book should be of interest to parents, teachers, those involved in media literacy, popular culture, and child development. Chapters in the book include: (1) The Changing Nature of Childhood and of the Media; (2) The Beginnings of the Study; (3) A Look at Three Elections; (4) Politics and the Media in a Non-Election Year; (5) Books, Textbooks, and the Classroom; (6) The New Media; and (7) Educating for Democracy.

In this collection, the contributors look at the current spread of universalizing discourses concerning young children across the globe, examining the way these discourses, which purport to describe everyone in a scientific and neutral way, actually create mechanisms through which children are divided and excluded. The contributors to this book employ post-structuralist, postcolonial, and feminist theoretical frameworks. Following a preface (Elizabeth Swadener, Gaile Cannella, and Marianne Bloch, and a foreword (Thomas S. Popkewitz), the book is divided into four parts. Part I, "The Child in the World/ The World in the Child," contains: (1) Education and the Configuration of a Universal, Modern, and Globalized Childhood: An Introduction (Marianne Bloch, Devorah Kennedy, Theodora Lightfoot, and Dar Weyenberg.) Part II, "Governing the Universal, Modern Child and Family," continues with: (2) Educational Theories and Pedagogies as Technologies of Power/Knowledge: Educating the Young Child as a Citizen of an Imagined Nation and World (Marianne Bloch); (3) Configuring the Jewish Child: Intersections of Pedagogy and Cultural Identity (Devorah Kennedy); and (4) The Construction of the Asian American Children as "Model" Students (Susan Matoba Adler). Part III, "Governing the Modern and Normal Child through Pedagogical Discourses," presents: (5) Constructing the Young Child as a "Productive Citizen" through Language Acquisition Theory (Theodora Lightfoot); (6) The Quest for Health in Different Timespaces (Dar Weyenberg); (7) Visual Images and the Construction of Childhood Cultural Stories (Nancy Pauly); (8) The System of Reasoning the Child in Contemporary Japan (Jie Qi); and (9) The Specter of Irregularity Haunts the Child: A Historical Study of the "Problem-Child" in Brazilian Educational Discourses (Ana Laura Godinho Lima). Part IV, "Governing the Modern and Post-Modern Citizen and Nation through Universal Reforms in Education," contains the final chapters: (10) No Child Left Behind? The Specters of Almsgiving and Atonement: A Short Genealogy of the Saving Grace of US Education (Karen S. Pena); (11) Illusions of Social Democracy: Early Childhood Educational Voucher Policies in Taiwan (I Fang Lee); and (12) The Foundation Stage Child in a Shifting Sea: A History of the Present of the United Kingdom's Education Act 2002 (Ruth L. Peach).

The last 25 years have witnessed an explosion of research at the intersection of typical language development and child language disorders. A pioneer in bringing these fields of study together is Robin S. Chapman, Emerita, University of Wisconsin. This contributed volume honors her with chapters written by former students and colleagues, who track in their own research the theme of psycholinguistic contributions to our understanding of the nature and remediation of child language disorders. In this volume, such renowned researchers in child language development as Dorothy Bishop, Judith Johnston, and Ray Kent, among others, discuss their research in certain populations in the context of the significance of, limits of, and alternatives to Robin Chapman's developmental interactionist perspective. Studies of disordered language in Down's Syndrome and Specific Language Impairment, in particular, attribute much progress in our understanding of the pragmatic and comprehension skills in these populations to the developmental perspective. "Language Disorders From a Developmental Perspective" opens with a reprint of Robin Chapman's seminal 2001 article from The Journal of Child Psychiatry and Psychology. It concludes with a new chapter from Dr. Chapman summarizing what we know and what we don't know about language disorders within the developmental framework, and pointing to future areas of research and intervention. Contents of this book include: (1) Children's Language Learning: An Interactionist Pespective (R.S. Chapman); (2) In the Mouths of Babes: Anatomic, Motor, and Sensory Foundations of Speech Development in Children (R.D. Kent, H.K. Vorperian); (3) Typical Talkers, Late Talkers, and Children With Specific Language Impairment: A Language Endowment Spectrum? (S.E. Weismer); (4) Utterance Length and Lexical Diversity in American- and British-English Speaking Children: What Is the Evidence for a Clinical Marker of SLI? (T. Klee, W.J. Gavin, S.F. Stokes); (5) Gesture Development From an Interactionist Perspective (E. Crais, R. Paul, K.); (6) Dissociations in the Development of Early Communication in Austism Spectrum Disorders (Chawarska, A. Klin, F. Volkmar); (7) Language Learning and Use as Embedded Social Activities: Evidence From Autism and Fragile X Syndrome (L. Abbeduto, A. McDuffie); (8) Fragile X Syndrome: Memory Skills and the Emergence of Reading in Males (M.C. Johnson-Glenberg); (9) The Case for Bilingualism in Children With Down Syndrome (E. Kay-Raining Bird); (10) The Development of Communicative Competence in Vulnerable Populations (H.L. Johnson); (11) Can Verbs Be Hubs? (C. Dollaghan); (12) Documenting Progress in Language Production: The Evolution of a Computerized Language Analysis System (J. Miller); (13) Narrative Abilities in Children With Language Impairments (D.M. Bordreau); (14) Developmental Considerations in Addressing the AAC Needs of Children With Severe Disabilities (S.N. Calculator); (15) What Else About Comprehension? Examining Young Children's Discourse Comprehension Abilities (L.M. Milosky, E. Skarakis-Doyle); (16) The Developmental, Interactionist Perspective: An Afterword (R.S. Chapman).

Caught in the Crossfire reveals how the United States has been gradually changing from a society that celebrates childhood into one that is hostile to and afraid of its own children. Today kids are often seen as a threat to our social and moral values. In schools, some behavior is criminalized, and growing numbers of kids find themselves in penal and psychiatric confinement. This breakdown is often too readily attributed to bad parenting, the crisis of the family, or the greed of capitalism. Grossberg offers a new and original understanding or the changes transforming contemporary America, and of the choices Americans face about their future. He documents the relations between economic ideologies and economic realities and explores what is going on in the "culture wars" as well as the Internet and other new media. Caught in the Crossfire argues that all of these changes and struggles, including those involving the state of kids, only make sense as integral parts of a larger transformation to define America's uniqueness and to develop its own sense of modern culture.

"Caught in the Crossfire" reveals how the United States has been gradually changing from a society that celebrates childhood into one that is hostile to and afraid of its own children. Today kids are often seen as a threat to our social and moral values. In schools, some behavior is criminalized, and growing numbers of kids find themselves in penal and psychiatric confinement. This breakdown is often too readily attributed to bad parenting, the crisis of the family, or the greed of capitalism. Grossberg offers a new and original understanding or the changes transforming contemporary America, and of the choices Americans face about their future. He documents the relations between economic ideologies and economic realities and explores what is going on in the "culture wars" as well as the Internet and other new media. "Caught in the Crossfire" argues that all of these changes and struggles, including those involving the state of kids, only make sense as integral parts of a larger transformation to define America's uniqueness and to develop its own sense of modern culture.

There has been increased critical interest in the child as a rich and varied site of cultural inscription. Scholars from a wide range of disciplines have turned their attention to the child in order to interrogate how it comes to represent, and often codify, the prevailing ideologies of a given culture or historical period. Noting that narratives of U. S. national identity are persistently configured in the language of childhood and family, this collection of essays addresses matters of race, gender, sexuality, class, and kinship to chart the ways that representations of the child structure historical periods and ideas. The essays investigate childhood from diverse methodological perspectives and approaches, and draw heavily on various disciplines, making clear that literary representations of children and childhood are not isolated aesthetic artifacts but cultural productions that in turn affect the social climates around them. Following an introduction, the essays are as follows: (1) "Child's Play" (Gillian Brown); (2) "Playing at Class" (Karen Sanchez-Eppler); (3) "The Miniaturizing of Girlhood: Nineteenth-Century Playtime and Gendered Theories of Development" (Melanie Dawson); (4) "Of Babies, Beasts, and Bondage: Slavery and the Question of Citizenship in Antebellum American Children's Literature" (Lesley Ginsberg); (5) "Betsy and the Canon" (Kelly Hager), on the role of literature in the "Betsy and Tacy" series of children's books; (6) "Traumatic Realism and the Wounded Child" (Jane F. Thraikill); (7) "Constructing the Psychoanalytic Child: Freud's 'From the History of an Infantile Neurosis'" (Michelle A. Masse); (8) "Black Babies, White Hysteria: The Dark Child in African-American Literature of the Harlem Renaissance" (Laura Dawkins); (9) "Lewis Hine's Family Romance" (Richard S. Lowry); (10) "On Boyhood and Public Swimming: Sidney Kingsley's 'Dead End' and Representations of Underclass Street Kids in American Cultural Production" (Jeffrey Turner); (11) "The Pedagogy of the Popular Front: 'Progressive Parenting' for a New Generation, 1918-1945" (Julia Mickenberg); (12) "'Please Let Me Come Home': Homesickness and Family Ties at Early-Twentieth-Century Summer Camps" (Leslie Paris); (13) "Transformative Terrains: Korean Adoptees and the Social Constructions of an American Childhood" (Catherine Ceniza Choy and Gregory Paul Choy); and (14)"Reel Origins: Multiculturalism, History, and the American Children's Movie" (Manuel M. Martin-Rodriguez). Each essay contains notes. (HTH)

This book examines the lives of America's working families from all social classes and ethnic groups and the familial obligations they must deal with, arguing that there is a widening gap between the demands of the workplace and the well-being of America's families. Chapter one provides an overview of the problems of longer work days, outdated social institutions, and inadequate public policies. Chapter two, "Predictably Unpredictable: The Lives of Working Americans," reports on a study of how workers are meeting family obligations. Chapter three, "Outdated Working Conditions and Inadequate Social Supports: The Impact on Children," details the impact of parental working conditions on children's educational outcomes. Chapter four, "Special Needs: The Experience of Particularly Vulnerable Children and Their Families," details the difficulties faced by working parents of special needs children. Chapter five, "Impact across the Life Span: Extended Family Fantasies and Realities," presents data on caregiving and the aging American population. Chapter six, "Economic Inequalities Magnified: Greater Strains, Fewer Resources," focuses on America's working poor. Chapter seven, "Gender Inequalities: At the Core Lies Our Failure To Address Working Families' Needs," focuses on working conditions for America's women. Chapter eight, "Society's Best Prospect: An Equal Chance for All Children and Adults," focuses on what must be done to meet the caregiving needs of the nation. (SD)

Examining why the United States is one of the few advanced democratic market societies that do not offer child care as a universal public benefit or entitlement, this book is a comprehensive history of child care policy and practices in the United States from the colonial period to the present. The book shows why the current child care system evolved as it did and places its history within a broad comparative context. Drawing on a full range of archival material, the book shows how U.S. child care policy was shaped by changing theories of child development and early childhood education, attitudes toward maternal employment, and conceptions of the proper roles of minority women. The book further argues that current policy--erratic, inadequate, and stigmatized--is typical of the American way of "doing welfare." Following an introduction on child care and social citizenship for women, the book's chapters are as follows: (1) "The Multiple Origins of American Child Care"; (2) "The Road Not Taken: A Turning Point in Policies toward Wage-Earning Mothers"; (3) "Studied Neglect: Federal Inaction in the 1920s"; (4) "Uncle Sam's Cradles: New Deal and Wartime Policies"; (5) "Should Mothers Work? Prescriptions and Practices in the Postwar Era"; (6) "Making an Issue of Child Care"; and (7) "A Divided Constituency," on competing social attitudes toward out-of-home care. The book's epilogue explores American child care policy in comparison to that of European countries. Four appendices include a list of attendees at the 1941 Conference on Day Care of Children of Working Mothers and a list of 17 ways in which business can become involved in child care. (Contains extensive notes, by chapter.) (HTH)

The purpose of this cross-national descriptive study is to measure the extent of children's sexual knowledge and sexual understanding at various ages and to identify what processes of thought children use in trying to explain biological functions and the phenomena of their own bodies as they grow and change. Sexual thinking is defined as thinking about that broad area of sex and sexuality which impinges upon the child's world from birth. Face-to-face individual clinical interviews were devised to apply to children 5, 7, 9, 11, 13, and 15 years of age. Administered in Australia, England, North America, and Sweden, the interviews covered six areas: (1) aging and the best time to be alive in the human life sequence; (2) parents' identities and roles as mothers and fathers and as men and women; (3) children's sex preferences and the way in which children perceive sex differences in the newborn and during puberty; (4) the origin of babies and the role of mothers and fathers in procreation, gestation, birth, and related processes, including the area of "not having babies"; (5) children's ideas about sex education at home and at school; and (6) clothing and nakedness. Children were also asked to define words on a sexual vocabulary list. Results are discussed in reference to developmental theories of childhood and implications for sex education. (RH)

Child care and early education have been acclaimed by advocates in Great Britain and the United States as the key to economic and academic success, the basis for social justice and equality, a business opportunity, and the remedy for poverty, welfare dependency, crime, and educational failure. This book examines the research basis for these claims, arguing that it is necessary to examine research on types of child care actually used, and maintains that this research suggests that when compared with children cared for at home, children in child care may be disadvantaged in educational performance, behavior, and attachment to their mothers. Section A of the book details the characteristics of good caregiving and reviews research examining the effects of child care on children. Section B examines the characteristics of child care and after-school care actually used. Section C discusses the use of "educare" to describe child care and early education programs, questions benefits received from long periods in formal school situations at early ages, and shows how the Perry Preschool Project has become the principal finding reported by child care lobbyists. Section D looks at the impact on the whole family of policies seeking to push both parents to work while children are placed in third-party care, focusing on attachment, pressures on dual-career couples, maternal guilt and depression, fathers' role, and long-term effects of maternal employment. Section E considers public policy implications and concludes by asking if supporting only child care out of the home is either fair or in the best interests of families, children, and society. Each chapter contains references. (Author/KB)

The history of childhood is of major importance to any study of human society. This book reviews systematically the attitudes and practices of parents toward their children in different Western cultures and time periods. The chapters of the book are: (1) "The Evolution of Childhood" (Lloyd deMause); (2) "Barbarism and Religion: Late Roman and Early Medieval Childhood" (Richard B. Lyman, Jr.); (3) "Survivors and Surrogates: Children and Parents from the Ninth to the Thirteenth Centuries" (Mary Martin McLaughlin); (4) "The Middle-Class Child in Urban Italy, Fourteenth to Early Sixteenth Century" (James Bruce Ross); (5) The Child as Beginning and End: Fifteenth and Sixteenth Century English Childhood" (M. J. Tucker); (6) "Nature versus Nature: Patterns and Trends in Seventeenth-Century French Child-Rearing" (Elizabeth Wirth Marvick); (7) "Child-Rearing in Seventeenth-Century England and America" (Joseph E. Illick); (8) "A Period of Ambivalence: Eighteenth-Century American Childhood" (John F. Walzer); (9) "'That Enemy Is the Baby': Childhood in Imperial Russia" (Patrick P. Dunn); and (10) "Home as a Nest: Middle Class Childhood in Nineteenth-Century Europe" (Priscilla Robertson). Each article contains references. (HTH)

Most parents do everything they can to facilitate the health and happiness, growth and development of their children. Nevertheless, Western society leaves parents the responsibility for children's well-being, but does not empower parents to ensure that well-being. This book takes the position that our society is inimical to children and has devalued parents to the point that individual good parenting has become not only exceedingly difficult, but ultimately insufficient. Specific steps by which members of society can move to fashion a new social and economic priority for all children are discussed. The book is divided into three parts: Part 1 covers parents and society; Part 2, children and parents; and Part 3, putting children first. The chapters are: (1) "People, Profits and Parenting," on the tension between the need for financial solvency and the desire to be good parents, and on the changing characteristics of Western families; (2) "Mother, Father or Parent?" on the biology of gender roles; (3) "Getting Started," on the impact of social attitudes on infant care and bonding; (4) "Daycare: Dreams and Nightmares," on the increasingly complex child care debate; (5) "Growing Up Takes Time," on social pressures that make parenting competitive at the expense of the child's development; (6) "Discipline, Self-Discipline and Learning How To Behave," including the confusion over the intended ends of discipline, corporal punishment, and the power play implicit in disciplining a dependent; (7) "The Preschool Years: Learning and Lessons, Education and School," on facilitating early childhood development and learning processes, and the nature of preschools; (8) "7-Up: The Years We Ignore," on why we fail to capitalize on the learning and moral development opportunities of children's middle years; (9) "New Approaches to Poverty and Privilege," on bottom-up socioeconomic policies that would have their first and most obvious impact on the poor and which put children and families first; (10) "New Approaches to Human Rights for Children," on the concept of children as autonomous beings separate from ourselves--socially, politically, legally, and physically; (11) "New Approaches to Working and Caring," on changing the workplace to better balance employment and parenting; and (12) "New Approaches to Practical Parenting," on improving preparation for parenthood, changing the face of daycare, and moving work into the home. (HTH)

This bibliography lists 1,038 multicultural books for children and teenagers, published between 1970 and 1991, that can assist librarians, teachers, and parents in educating children and young adults about their changing world. The books are selected to enhance opportunities for children to live and learn together by providing them with fair and accurate materials that describe one another's heritage and experiences. In-depth annotations are provided for each of the books listed in which the authors alert adults to instances when they will need to sensitize young readers to the biases and inaccuracies in the fiction and non-fiction they will be reading. Each chapter features an introductory section, a map of the region being highlighted, and an annotated list of books for preschool to grade 12 students. Three appendixes include Professional Sources, a Series List, and a Publishers Directory. The book is indexed by author, title/series, and subject. (GLR)

This collection of 23 articles compiled from school library journals address the special needs that make automation problematic for school libraries. The articles are divided into five sections: an overview of OPAC (Online Public Access Catalog) development (4 titles); evaluating OPAC systems (4 titles); implementing OPAC systems (6 titles); issues in OPAC development (5 titles); and OPAC research (4 titles). Articles are: "The Time Is Right To Automate" (Catherine Murphy); "The Decision(s) To Automate the Card Catalog (Robert Skapura); "The Media Center Online Catalog: A Modern-Day Instructional Tool (Mary Holloway); "Automated Systems in Canada's School Libraries: The Second Annual Survey" (Lynne Lighthall); "A Planning and Implementation Guide for Automating School Libraries: Selecting a System" (Lynne Lighthall); "Comparison Chart for Public Access Catalogs" (Robert Skapura); "Online Catalog/Authority File Checklist Submitted to Vendors" (Henry Barnard); "Observations and Comparative Data with References to Vendors and Equipment: A Summary from "Microcomputer-Based Library Systems: An Assessment" (Joseph R. Matthews, Joan Frye Williams, and Allan Wilson); "A Primer on Retrospective Conversion" (Robert Skapura); "Questions To Guide Retrospective Conversion Choices for School Library Media Centers" (Catherine Murphy); "The MARC Record in the School Library Media Center" (Catherine Murphy); "Media Center Automation: The Way To Go!" (Mary Holloway); "Online at Last! An Odyssey of Automation" (Ann Daniels); "ACCESS PENNSYLVANIA--A CD-ROM Database Project" (Doris M. Epler and Richard E. Cassel); "Access to Information: The Effect of Automation" (Catherine Murphy); "The Card Catalog and the Tower of Babel" (Robert Skapura); "Online Catalogs: Will They Improve Children's Access?" (Patricia A. Hooten); "Usage Patterns in a Middle School Library: A Circulation Analysis" (Linda H. Bertland); "The Online Catalog: A Tool for Collection Management" (Catherine Murphy); "A Summary from 'Microcomputer Stand-Alone Online Public Access Catalogs: Practices and Attitudes of School Library Media Specialists toward Standardization" (Catherine Murphy); " The Impact on the School Library of Online Access to Academic Libraries: Implications for the Future" (Kathleen W. Craver); "The Effectiveness of an Online Catalog" (Leslie Edmonds, Paula Moore, and Kathleen Mehaffey Balcom); and "Elementary School Children Express Their Need for Catalog Information" (Roberta Welsh Lewis). A list of recommended readings is included. (MES)

This report contains a series of articles from Japan, New Zealand, and the U.S. dealing with child development. The articles concern: (1) a social dynamic theory of early human development and a program of research based on this theory; (2) the need for intervention and the structure of intervention for children with disabilities on the island of Hokkaido; (3) the idea that when the theme of self eclipses the theme of relationship in individual development, a condition described as Acquired Relationship Deficiency Syndrome results; (4) the results of a study of the relation between mother-infant interactions and attachment classifications; (5) the results of a study of children's retrospective reports of earlier behavior that was classified as inhibited or uninhibited; (6) a review of the literature on verbal interactions among preschool children and mothers in the U.S.; (7) the tenets of a sociocultural approach to mediated action; and (8) the results of a study of interactions between Japanese mothers and children during picture storybook reading. Reference lists are appended to some articles. A roster of members of the Research and Clinical Center for Child Development is included. (BC)

Organized in two parts, this book explores methods for incorporating concern for human needs into economic policies in eastern and central European countries that are making the transition to a market economy. Part I of the book considers economic reform, social policy, and child welfare in central and eastern Europe as a whole. Topics include: (1) child welfare, and social policy trends and alternatives, before and after the economic reform; (2) the efficiency, cost, and underlying philosophy of the models of social policy in the United States, Germany, and Sweden; and (3) the components and implementation of economic reforms and the consequences of these reforms for child and human welfare. Part II of the book profiles four case studies of efforts to reform social policies for children in central and eastern Europe. These studies include analyses of reforms in Hungary and Poland that have been underway for some time, and reforms in Bulgaria and Czechoslovakia that were introduced in 1991. A reference list of more than 200 items, an author index, and a subject index are provided. (BC)

The purpose of the international symposium on Violence Toward Children was to lay foundations, identify priorities and put forward guidelines for further research and action designed to reduce the level and frequency of violent acts perpetrated on children. This document presents an edited account of the major questions addressed. The main thesis of the introductory report is that all violent behavior toward children lies on one continuum. After the introductory study, six general topics are considered: violence within the family, violent aspects of the child development process, sexual abuse, child-to-child violence, and legislation on violence toward children. Individual reports within the general categories discuss (1) an escalation model of violence in childrearing, (2) the relationship of physical punishment to child abuse, (3) programs in the Netherlands for the remediation of child abuse and maltreatment of children, (4) flagrant and subtle kinds of violence facing British children as they develop, (5) sexual abuse, (6) findings of studies of bullying among school boys in Sweden, (7) attitudes toward acts of political violence against children, and (8) the motivation for and the content of the Swedish legislation prohibiting the use of physical and other degrading punishment by parents and guardians on children. Discussion related to the symposium presentations is included. (Author/RH)

Most of the seven articles in this collection present research on the social development of young children. Specifically, "Issues in Socio-Emotional Development " (Kazuo Mikyake, Joseph Campos, and Jerome Kagan) and "Japanese vs. United States Comparison of Mother-Infant Interaction and Infant Development: A Review" (Shing-jen Chen and Kazuo Miyake) discuss previous and current studies that compare patterns of mother-infant interaction in Japan and the United States. "Two Courses of Expertise" (Giyoo Hatano and Kayoko Inagaki) discusses one aspect of cognitive development: spontaneous processes involved in the development of adaptive or routine expertise and what factors differentiate these two forms of expertise. The rest of the articles in the collection deal with social and personality development from infancy to adulthood. These include "The Role of Personal Framework of Social Relationships in Socialization Studies" (Keiko Takahashi), "Analysis of Infant's Inhibited Behavior Shown in Peer Interaction at 23 Months" (Yuko Kanaya), "Does Quality of Attachment in a Strange Situation Relate to Later Competence in a Different Situation?" (Shigeru Nakano), and "Infant's Temperamental Disposition, Attachment, and Self-Recognition in the First 20 Months of Life" (Nobumoto Tajima). (CB)

This collection of papers on the use of video in libraries is designed to show the many different ways in which video can help communication. After a general introduction by Paul McNally which discusses current trends in video developments, 11 case studies are presented: (1) "Using Video in Public Libraries--Motherwell District Libraries, Scotland: A Case Study" (Norman Turner); (2) "Video and Youth Services in the Public Library--United States Perspective" (Emma Cohn); (3) "Video in Children's Libraries in Sweden" (Anna-Maria Kylberg); (4) "Video Services to Cultural Groups: A London Case Study in Language Development" (Neville Price); (5) "Video in Parliamentary Libraries--Applications and Implications" (Michael R. Mann); (6) "Video in Educational Institutions--Two Examples from Australia: Use of Video in New South Wales Schools" (Martha Heeren) and "Development of the Audiovisual Library Section and Services at Swinburne" (Bill Linklater and Bonna Jones); (7) "The Use of Video in Hospitals--An Example from Great Britain" (Cecily A. Miller); (8) "Video and Library Service to the Deaf--United States" (Phyllis I. Dalton); (9) "Video in Libraries for the Visually Impaired" (William C. Byrne); (10) "FORMAT-Canada's Computerised Information System for Aduiovisual Materials" (Donald Bidd, Louise de Chevigny, and Margot Letourneau); and (11) "Video and Copyright--A Scandinavian Perspective" (Anna Johansen). Brief biographies of the contributors and their addresses are provided. (JB)

Chapter 12 of the book "How to Get a Green Card" is presented. It discusses the application of green cards for Amerasian immigrants. It highlights the requirements for being an Amerasian immigrant. It states that the person who files the petition for the Amerasian is the petitioner, Amerasian is the beneficiary and Amerasian must have a sponsor.

Chapter 9 of the book "How to Get a Green Card" is presented. It explores the application of getting a green card for children whose parents have already immigrated to the U.S. It states that automatic citizenship is given to some children including children living in the U.S. and children living overseas.

Chapter four of the book "Freedom's Orphans: Contemporary Liberalism and the Fate of American Children," by David L. Tubbs is presented. It examines some legal disputations in which the interests of children are more blatant than they were in the cases involving the right to privacy for the reason to document a peculiar incompatibility in the characterization of children in different First Amendment cases. An overview of the relevant constitutional issues is presented.

Chapter one of the book "Freedom's Orphans: Contemporary Liberalism and the Fate of American Children," by David L. Tubbs is presented. It focuses on how the moral reticence of contemporary American liberalism affects children. It reviews the essay of Isaiah Berlin, "Two Concepts of Liberty," that has shaped the views of many Anglophone liberals. It depicts the connection between moral reticence and American liberalism's tendency to disregard for play down important interests of children.