S. Gray Garwood

Classroom Ecology The Effects of Seating Position on Grades and Participation

A two-phase study was conducted to examine the effects of classroom seating position on test scores and participation. When students selected their seats (Phase 1), those in the front performed better on the exam than did those in the rear. There was, however, no effect of proximity on participation. When students were randomly assigned to seats (Phase 2), there were no differences in test scores as a function of proximity; however, students in the front of the class participated more than did those in the rear. These results imply that the relationship between seating position and grades is mediated by self-selection processes, while participation is influenced by seat location per se.

Self-Concept and Identified Problem Differences Between Pre- and Postmenarcheal Adolescents.

Examined differences in the number and types of problems as well as in self-reported self-concept between 232 middle and low SES pre- and postmenarcheal adolescents. The study also examined differences in these variables across four developmental levels of menarcheal status: Initial, Intermediate, Middle, and Established. These data were analyzed by a multiple ANOVA technique, and significant differences were found between pre- and postmenarcheal girls and between the two social class groups. Postmenarcheal adolescents had more problems, but were also higher on self-concept variables. Low SES females experienced the menarche earlier than middle class SES females, had different problems, and described themselves differently on the self-concept measures. These data were interpreted as supporting the view that menarche onset is a positive event for most young females.

Sex-role expectations of socially desirable first names

This study was an attempt to investigate the relationship between child-naming practices and the perpetuation of traditional sex-role expectations of masculine and feminine behaviors. It was hypothesized that desirable male and female first names would be rated as more sex-typed the more frequently they occurred in the culture. No relationship on a cross-sex-typed effect was predicted for undesirable first names. Psychology undergraduates (N=149) nominated desirable and undesirable male and female first names. The frequency of nomination was correlated with ratings of masculinity or femininity of the names, and the results supported the hypotheses. A significant correlation was found between frequency and degree of stereotypy of first names rated as desirable, but no effect was found for undesirable first names. These results were discussed in terms of role-conflict theory. Secondary issues raised were the use of androgynous first names and the effects of first names on affirmative action procedures.

Social Policy and Young Handicapped Children

The focus of this discussion is federal social policy; a conceptual overview of social policy is provided and serves as the framework for a discussion of social policy decision making as it affects young handicapped children. This policy base is examined in light of factors and strategies that affect its development. The article concludes with a discussion of the need to include policy making and policy issues in the education of all those who work with young handicapped children.

Early Childhood Special Education: Issues for the 1980S

an enviable position as the decade of the 1980s gets under way. Among the reasons for this are: (1) it is a young field and therefore relatively unencumbered by potentially harmful long-standing traditions ; (2) it is multidisciplinary by nature, encouraging the provision of more varied and more appropriate services to young children who are handicapped or at risk; (3) it has the support of significant federal and state legislation which, though not always mandating services, has generated a positive climate which ultimately could lead to consistent provision of such services; (4) its professionals