High schools organized into schools-within-schools (SWS) have the capacity to create social capital, a sense of trust and connection among teachers and students that can be used in the service of teaching and learning. These differentiated social groupings, or subunits, can influence members' sense of identity during the transition to high school,…

Describes and evaluates a social competence program for high risk children. Undergraduates used interpersonal problem-solving techniques to work with 32 maladapting first through third graders who were seen on a small group basis. Results indicated that children in the program made significantly greater gains in classroom adjustment. (Author)

The impact of computer-mediated technology on the preparation of 72 third-graders for inclusive classes was explored. Male students in a computer instruction group out-performed males in control and teacher instruction groups with respect to basic knowledge about students with mental retardation. There were no differences among female students.…

Analyzes children's responses to formal and informal curricula dealing with aspects of human diversity in two mainstreamed, multicultural day care centers. (FMW)

Reports on a study that explores the influence of cultural setting on the relationship between temperament and adjustment in children in British infant schools. Concludes that a better understanding of the contribution of the setting's features to individual adjustment may provide a basis for maximizing adjustment. (LS)

Social competence of elementary students (n=141) with learning disabilities, low achievement, or average to high achievement was examined. Ratings of social skills, peer acceptance, behavior problems, and self-perceptions were gathered from students, teachers, parents, and peers. Learning disability and low achievement groups were…

Obtained peer nominations, teacher reports, and self-reports for 423 sixth and seventh graders. Compared to sociometrically average status students, neglected students reported higher levels of motivation and were described by teachers as being more self-regulated, more prosocial, and better liked. Aggressive-rejected, but not submissive-rejected,…

Discusses the inclusion of students with disabilities in the regular classroom group. Analyzes the structure of the classroom group to determine its receptivity to students with disabilities. Presents special problems that might be encountered during inclusion and possibilities for improving classroom group skills. (LKS)

Explores peer relationships between individuals and their involvement with and commitment to delinquent peers in group and dyadic relationships. Preliminary findings from the Puerto Rican Adolescent Survey for approximately 820 males in New York City suggest that emotional estrangement within the peer group characterizes involvement with…

Thirty-five high ability Black students (ages 9-15) attending a predominantly White university summer enrichment program were compared to 35 White peers. Results suggest that, despite differences in achievement and social status, Black students were accepted by White peers and were comparable in self-concept and academic self-esteem. (Author/JDD)

Used social behavior ratings from observers, teachers, and parents to predict kindergartners' perceptions of peer acceptance. Found that friendship skill predicted parent- and child-reported peer acceptance. Shyness/withdrawal inversely predicted teacher-reported peer acceptance. Aggression did not predict peer acceptance. Girls were rated as more…

This study examined the social and affective functioning of 2,011 students (grades two through eight) with special needs (disability, limited English speaking, at risk for school failure, and non-categorized) receiving instruction in inclusive general education classrooms. Children with disabilities and children at risk displayed large (but…

This survey found that middle and high school students (n=1,137) believe friendship with a student with a severe disability is more likely to occur if the student is included in the general education class, if cooperative learning is used, if information on disabilities is given, and if integrated social activities are arranged. (CR)

Maintains that the study of peer relations has focused heavily on children's dyadic experiences. Argues that an analysis of children's experiences at the network or group level provides an equally compelling perspective on their relations within their peer system. Shows how the dynamics of peer networks determine social experiences and influence…

Argues that inclusion of children with disabilities into various preschool settings presents opportunities for early childhood educators to address issues of differences through the use of effective tools and teaching strategies. Suggests that a journal-type portfolio is a tool early-childhood educators can use to enhance the acceptance of…