Educational Sociology Commons^™

Linkages Among Preschoolers' Playground Behavior, Outcome Expectations, And Parental Disciplinary Strategies, Craig H. Hart, Michele Dewolf, Diane C. Burts

Faculty Publications

To explore relationships among parent's self-reported disciplinary strategies, preschoolers' outcome expectations, and playground behavior. 136 mothers of preschool age children (age range 39-71 months) participated in home disciplinary style interviews. Measures of preschoolers' outcome expectations and observations of children's' prosocial, antisocial/disruptive, and nonsocial/withdrawn playground behavior were also obtained. results indicated that power-assertive mothers had preschoolers who engaged in more antisocial/disruptive behavior and who expected successful instruments outcomes for hostile methods of resolving peer conflict. Preschoolers with such outcome expectations also participated in more antisocial playground behavior.

Race And Ethnic Variation In The Schooling Consequences Of Female Adolescent Sexual Activity, Renata Forste, Marta Tienda

Faculty Publications

Data from the National Survey of Families and Households are used to examine the influence of adolescent childbearing and marriage on the likelihood of high school completion among a cohort of women aged 20 to 29 in 1987. Use of event history techniques reveals striking differences by ethnicity. While the effect of teen marriage on school completion was significant only for whites, adolescent childbearing had much stronger deleterious effects for Latinas than for white or especially black teens. Attitudinal data are presented in an effort to explain these differences.

Ivy Leaves, 1991-1992, Ivy Leaves Editorial Staff

Ivy Leaves

The 1992 edition of the Anderson College journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Forrest Christian Parker, Paige Andrews, James Campbell, Ali Wynn, Brenda DuBose, Teresa Culpepper, Michelle Hayes, Guy Kohn, Donnie Henderson, Lynn Smith, Doug Davison and Susan Wooten. Cover design by Teresa Culpepper.

Predictors Of Success In A Co-Correctional Halfway House: A Discriminant Analysis, Patrick G. Donnelly, Brian E. Forschner

Sociology, Anthropology, and Social Work Faculty Publications

Considerable research and debate have focused on the effectiveness of community correctional programs. Much of the research does not address the issue of the effectiveness of programs for persons with different types of problems or criminal histories. This article utilizes discriminant analysis to determine the characteristics of persons most likely to succeed in one halfway house. The results indicate that strong socializing and integrating ties in the community and few previous contacts with the criminal justice system are major predictors of success in a halfway house program. The seven discriminators for females are used to accurately predict 87 percent of …

Laubach In India: 1935 To 1970, S. Y. Shah

The Courier

Dr. Frank C. Laubach, missionary and adult educator, dedicated his life to the cause of literacy for development and world peace. During his travels to 103 countries, he worked toward helping some 60 to 100 million people become literate. In addition, he founded or helped found four literacy organizations, including Laubach Literacy International; wrote forty books on adult education, Christian religion, world politics, and culture; and co-authored literacy primers in more than 300 languages. He was awarded four honorary doctorates—one of them from Syracuse University.

Although Laubach worked in many other countries, it is said that his heart was always …

Anderson College Student Handbook, 1991-1992, Student Government Association

Handbooks

The Anderson College student handbook for the 1991-1992 school year.

Developed in part by the Anderson College Student Government Association.

Catalog, 1991-1992, Anderson University - South Carolina

Catalogs

The 1991-1992 academic catalog and introduction to the college.

Scenes Of Schooling, Linda Herrera

Archived Theses and Dissertations

No abstract provided.

Ivy Leaves, 1990-1991, Ivy Leaves Editorial Staff

Ivy Leaves

The 1991 edition of the Anderson College journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Sharon Buchanan, Brenda Dubose, Christi L. Griffin, Richard Jones, Paula Norris, Annette Solomon, Tyler Butler, Matt Dent, Michelle Hayes, Donnie Henderson, Thomas Higginbotham, Guy Kohn, Ashley McLeese, Marcus Penland, Denise Perry, Brady Richman, Doug Davison, and Susan Wooten. Cover art by Denise Perry.

Interview: Delores Brooks, Joseph Watras

Joseph Watras Interviews

Subject of interview: Teaching at Center City School

Anderson College Student Handbook, 1990-1991, Student Government Association

Handbooks

The Anderson College student handbook for the 1990-1991 school year.

Developed in part by the Anderson College Student Government Association.

Catalog, 1990-1991, Anderson University - South Carolina

Catalogs

The 1990-1991 academic catalog and introduction to the college.

Interview: Margaret Fanella, Joseph Watras

Joseph Watras Interviews

Interview with St. Agnes School principal

Interview: Rose Dwight, Joseph Watras

Joseph Watras Interviews

Interview with a Center City School parent

Interview: Percy Vera, Joseph Watras

Joseph Watras Interviews

Subject of interview: Desegregation of Catholic schools; de facto segregation committee

Interview: Ralph Morrow, Joseph Watras

Joseph Watras Interviews

Subject of interview: Serving Our Schools organization

Interview: Brother Joseph Davis, Joseph Watras

Joseph Watras Interviews

Subject of interview: Catholic school desegregation

At-Risk Students' Reports Of Teachers' Instructional Behavior, Virginia E. Rios

Graduate Theses

This study investigated secondary teachers' instructional behavior from the at-risk students' perspective. The research concentrated on three areas— teaching styles, teacher encouragement, and homework assignments. A series of interviews with at-risk students yielded the following results: When dealing with at-risk students (1) most teachers use only two of four modalities (auditory and visual) in their teaching approach, (2) teachers do not encourage these students, and (3) teachers assign homework less than half of the time. When homework is assigned it is completed by students approximately half of the time.

Interview: Joseph Kunkel, Joseph Watras

Joseph Watras Interviews

Subject of interview: Desegregation of Catholic schools

Interview: Roy Begley, Joseph Watras

Joseph Watras Interviews

Subject of interview: Experiences with desegregation as teacher and principal

Interview: Sister Mary Ann Drerup, Joseph Watras

Joseph Watras Interviews

Subject of interview: Desegregation of Catholic schools

Interview: The Rev. Thomas Dorenbush, Joseph Watras

Joseph Watras Interviews

Subject of interview: De facto segregation committee

Interview: The Rev. Lawrence Breslin, Joseph Watras

Joseph Watras Interviews

Subject of interview: Desegregation of Catholic schools

Interview: Robert Kolze, Joseph Watras

Joseph Watras Interviews

Subject of interview: Metropolitan Churches United

Interview: Joe Wine, Joseph Watras

Joseph Watras Interviews

Subject of interview: Dayton View stabilization project

Interview: Wayne Carle, Joseph Watras

Joseph Watras Interviews

Interview with Dayton Public Schools Superintendent during desegregation

Interview: Father Gail Poynter, Joseph Watras

Joseph Watras Interviews

Subject of interview: Desegregation of Catholic schools

Interview: The Rev. Gordon Price, Joseph Watras

Joseph Watras Interviews

Subject of interview: Experiences with desegregation as a school board member

Interview: Carrie Labriola, Joseph Watras

Joseph Watras Interviews

Subject of interview: Clergy influences on desegregation

Interview: Jerry Leigh, Joseph Watras

Joseph Watras Interviews

Subject of interview: Experiences with desegregation as a principal