The Caring Teacher: A Multiple Case Study That Looks at What Teachers Do and Believe about Their Work With At-Risk Students

Caring teachers have been identified as a critical component of successful interventions with at-risk students, however just what constitutes a caring teacher is less well understood. Specifically, what are the behaviors, characteristics, and beliefs of caring teachers, and how are they impacted by the contexts within which they work? The purpose of this multiple case study was to understand more about caring teachers who work with at-risk students in secondary schools located in a Midwestern city and thereby to add complexity to the literature. Two middle school teachers and two high school teachers were recruited to participate. They were observed on multiple occasions and interviewed twice. The data from these observations and interviews were initially analyzed case by case; the cross case analysis based on the results from the individual case resulted in 6 themes that were present across the four cases. The following themes were identified: the role of relationships, perspective on at-risk students, providing opportunities for students to develop a positive sense of themselves, the value of a positive classroom experience for both students and teacher, negotiating power, and flexibility. Implications of this research for psychologists, educators, and policy makers, as well as future research are also discussed.

CC96-396 Productcion Flexibility Contracts: Provisions, Implications and the Participation Decision

The Federal Agriculture Improvement and Reform (FAIR) Act of 1996 (P.L. 104-127) was signed into law by President Clinton on April 4, 1996. Most provisions of the new law, including the commodity provisions, will be effective for seven years, 1996-2002. Unlike previous farm bills, provisions relating to commodity supports are grouped together under what is known as the Agricultural Market Transition Act (AMTA) program. Producers of seven commodities: corn, sorghum, barley, oats, wheat, rice and cotton must sign Productive Flexibility Contracts (PFCs) to participate in the AMTA. These seven commodities are referred to as "contract commodities." This publication focuses on the PFCs, beginning with an overview of contract provisions. Potential short- and long-run implications of PFCs are then discussed.

BEHAVIORAL RESPONSE OF CATTLE EGRETS TO POPULATION CONTROL MEASURES IN HAWAII

We monitored behavior of cattle egrets (Bubulcus ibis) during a population control program to reduce egret-aircraft strike hazards from a small heronry near the Hilo, Hawaii, airport. Results verified that attempts to move egrets from undesirable roost sites should be undertaken before nesting begins. Although possibly compounded by previous treatments, our observations also indicate that 1) egrets may abandon a new roost in response to a few dead egrets placed in clear view around the roost, and 2) shooting at egrets as they attempt to land at a traditional feeding site causes long-term avoidance of the area. Rapid repopulation after control indicates that techniques to move roosts and prevent congregations are more likely than population control to resolve problems.

Unifying Representations and Responses: Perseverative Biases Arise From a Single Behavioral System

A dominant account of perseverative errors in early development contends that such errors reflect a failure to inhibit a prepotent response. This study investigated whether perseveration might also arise from a failure to inhibit a prepotent representation. Children watched as a toy was hidden at an A location, waited during a delay, and then watched the experimenter find the toy. After six observation-only A trials, the toy was hidden at a B location, and children were allowed to search for the toy. Two- and 4-year-olds’ responses on the B trials were significantly biased toward A even though they had never overtly responded to this location. Thus, perseverative biases in early development can arise as a result of prepotent representations, demonstrating that the prepotent-response account is incomplete. We discuss three alternative interpretations of these results, including the possibility that representational and response-based biases reflect the operation of a single, integrated behavioral system.