This thesis analyses the experiences of ragged school pupils in England and Scotland between 1844 and 1870, focusing on the interaction between scholars and teachers and exploring the nature of the social relationships formed. Ragged schools provided free education to impoverished children in the mid-nineteenth century; by 1870 the London schools alone recorded an average attendance of 32,231 children. This thesis demonstrates the variety of interactions that took place both inside and outside the classroom, challenging simplistic interpretations of ragged school teachers as unwelcome intruders in poor children’s lives. In analysing the movement in terms of the social relationships established, this thesis counters the dominant focus on the adult as actor and child as passive subject. Wherever possible the focal point of the analysis builds on the testimony of ragged school scholars, shifting emphasis away from the actions and words of adults in positions of authority towards those of the poor and marginalised children who were the subjects of intervention. By concentrating on the voices of those who received ragged schooling, this thesis highlights the diverse experiences of ragged school scholars and underscores their agency in either rejecting or engaging with teachers. As such, it demonstrates the integral contribution of children’s testimonies when seeking to understand the impact of child-saving movements more generally. This thesis contributes to understanding on a variety of broader topics. It highlights changing attitudes towards children, education, and the poor. Through focusing on juvenile testimonies it investigates how children responded to poverty, disability, philanthropic work, and the evangelical religious message that ragged schools conveyed. The impact of Victorian philanthropy and the nature of the cross-class relationships it fostered are explored, and the significant contribution that women and working-class individuals made to such work is underscored. Finally, it sheds light on the experiences of working-class British emigrants, both their fortunes and their attachment to their homeland. A rich array of sources is used, including ragged school magazines and pamphlets, committee minutes, and annual reports. In using promotional literature in combination with local school documents, the public portrayal of children and teachers is contrasted with that found in practice. Most significant, however, are the day to day exchanges between scholars and their teacher explored through a microhistory of Compton Place ragged school in North London. Using the journals the school’s superintendent maintained between 1850 and 1867 alongside the 227 letters 57 former scholars sent him, this thesis pieces together a picture of the evolving and complex relationships forged. The journals and letters together enable an analysis that draws on the words of both ragged scholars and their teacher. Moreover, they provide rare access to how relationship developed over time and, in some cases, despite considerable geographical distance.

Este trabalho investigou a existência de marcas de sazonalidade no repertório lúdico infantil, verificando as relações entre lúdico, calendários, condições climáticas, elementos da flora e da fauna, festa e eventos sociais e religiosos, crenças, comércio e meios de comunicação. Cada jogo, brinquedo ou brincadeira foi analisado em seu contexto, considerando o período, o espaço e o ambiente em que foi realizado. A pesquisa qualitativa seguiu por caminhos da etnografia, da antropologia e da história cultural, e usou três tipos de fontes. O primeiro, constituído pelos registros dos estudiosos do brinquedo e do folclore brasileiro, português e espanhol, e textos memorialísticos e autobiográficos de autores brasileiros. O segundo, constituído por agências governamentais, grupos de preservação da cultura, artistas e museus portugueses, espanhóis, franceses, italianos e brasileiros. O terceiro refere-se à pesquisa empírica realizada em espaço de lazer e de circulação na zona urbana de Maracaju (MS). A comparação e análise dos dados indicam que as práticas lúdicas acompanham as transformações ocorridas na natureza, nos modos de produção, comunicação e de organização social de cada grupo. Dessa estreita ligação evidenciam-se as marcas sazonais, ou os fatores que favorecem ou interferem no brincar. Tais marcas não são localizadas apenas nas estações climáticas, mas nas significações simbólicas diferentes. Constatou-se a existência de temporadas de brincadeiras, apesar das alterações do repertório lúdico e das condições em que é praticado. / This paper investigated the seasonality marks in the infantile playfulness repertoire, checking the relationship between playfulness and calendars, climate conditions, flora and fauna elements, social and religious feasts and events, beliefs, trade and media. Each play, toy or game was analyzed in its context, considering the period, space and environment it was played. This qualitative study was based on ethnography, anthropology and cultural history, and three kinds of sources were used. The first one took records of experts in Brazilian, Portuguese and Spanish toys and folklore, and memoirs and autobiographical texts of Brazilian authors. The second source was made up of government agencies, groups of culture preservation and Brazilian, Italian, French, Spanish and Portuguese artists and museums. The third kind of source is related to the empirical research carried out on leisure and outdoor spaces in the urban zone of Maracaju (MS). The comparison and data analysis indicate that playful practices accompany the transformations occurred in nature, in the ways of production, communication and social organization of each group. This close relationship revealed seasonal marks, or the factors which favor or interfere with playing. Such marks are not localized only in the climate seasons, but in the diverse symbolic meanings. It was observed that there are seasons for playing, in spite of the alterations in the playfulness repertoire and the conditions in which playing occurs.

High-achieving African American students are not immune to the issues that underlie racial inequalities in school achievement. There is much to learn from these students in terms of how they navigate schools and achieve according to conventional standards. Further, serious questions remain about the social and racial costs to being constructed as high-achieving against broader narratives of African American students as deficient. This qualitative inquiry uses participant interviews and document analysis to explore the Discourses on achievement and leadership produced by minority recruitment programs and the students who participate in them. Specifically, the research uses critical discourse tools to look at the narratives produced both by African American students and by (and through) program documents. It seeks to understanding where these narratives converge and where there might be tension. This research is conducted by incorporating a socio-cultural literacy and critical race theory framework. This dissertation study is at the intersection of equity and access; it problematizes progressive arguments against a segregated curriculum for high-achieving students by invoking a social justice argument in favor of leveling the playing field for traditionally marginalized students, specifically African Americans. Much of the existing literature on high achievement and African Americans takes place in traditional classrooms. Glaringly absent from the literature on achievement are the ways in which some high-performing students of color are positioned to succeed in competitive, non-school environments. Specifically, I look at minority recruitment programs because these programs teach a particular type of literacy. The study explores the degree to which students’ home literacies are being honored. Findings indicate that students’ perspectives on achievement were much more critical than those of the programs with students overtly challenging meritocracy. Students were less critical of leadership, and both programs and students offered views that privileged particular literacies of leadership. The researcher offers recommendations for MRPs that calls for programs to involve students in more critical inquiries through the use of a Critical Race English education lens.

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No. of bitstreams: 2 PIEPER, Carmen Isabel.pdf: 5695143 bytes, checksum: b96dd8b55e16f8e3ae959eaaaf4c53ca (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-10-09 / Sem bolsa / A presente pesquisa parte do pressuposto que a representação do espaço para a criança é uma construção internalizada a partir das ações e das manipulações sobre o ambiente espacial próximo do qual ela faz parte. Dessa forma, a investigação teve por finalidade abordar o Ensino da Geografia na Educação Infantil, haja vista sua notória importância desde as idades mais tenras, por contribuir para o desenvolvimento de noções de representação, orientação, paisagem, lateralidade, lugar e espaço. Considerando o contexto exposto, a presente pesquisa destina-se a responder a seguinte questão: fundamentando-se nas propostas de políticas públicas para a educação infantil, quais são as orientações existentes para qualificar seu ensino de geografia no âmbito da 5ª CRE, realizadas pelos municípios e estado? Para respondê-la, objetivou-se compreender o que está sendo proposto pelos poderes públicos nas esferas estadual e municipal em Pelotas e seu entorno para o ensino de Geografia na Educação Infantil. Seu quadro conceitual foi composto majoritariamente pelo Referencial Curricular Nacional para a Educação Infantil, com ênfase nas propostas curriculares para a Educação Infantil, e as Diretrizes Curriculares para Educação Infantil, aprofundando-os com teóricos da geografia que discutem séries iniciais e Educação Infantil, além de alguns autores que trabalham com conceito de ludicidade. A análise foi centrada no conceito de espaço, lugar, paisagem, corpo e lateralidade. Compõe a metodologia entrevistas semiestruturadas, aplicadas com as servidoras responsáveis pela da Educação Infantil nas cidades já determinadas e na sede da 5ª CRE. Com a conclusão da pesquisa, constatou-se que há uma descaracterização da atividade docente enquanto profissional da Educação Infantil, fazendo com que o conhecimento geográfico seja trabalhado com as crianças calcado no espontaneismo, desprovido de claros objetivos a serem atingidos. Averiguou-se também que o RCNEI carece de aprofundamento e atualização, no que se refere à ciência geográfica, o RCNEI a aborda de forma demasiadamente simplificada e sem aprofundamentos, sobretudo quanto a caros e fundamentais elementos que subsidiam o entendimento do espaço. E, por fim, constatou-se a necessidade de uma formação permanente do professor da Educação Infantil. Portanto, torna-se muito difícil ainda, nessa conjuntura, acreditar que as estruturas de pensamento das crianças sofrerão mudanças significativas que repercutam na possibilidade de elas compreenderem de modo diferenciado tanto os objetos quanto a linguagem usada para representá-los, como bem aconselhou o Referencial. / The present work assumes the space representativeness to a child is an inner construction from actions and manipulations upon the special environment which belongs to. Therefore, the investigation aimed to approach Geography teaching in Children's Education, considering its notorious importance since early ages, due to its contribution to the development of notions of representation, orientation, landscape, laterality, place and space. Regarding the exposed context, in this research we wish to answer the following question: basing on public policies proposals to children's education, which are the existent orientations to qualify children education on teaching Geography within 5ª CRE by the cities and the state ? To answer it, it was aimed to understand what is being proposed by public authorities in the state and in the city in Pelotas and around to Geography teaching in children's education. Its conceptual aspect was mainly composed by Referencial Curricular Nacional para a Educação Infantil, with emphasis in the curricular proposals to children's education, and the Diretrizes Curriculares para Educação Infantil. Its concept were manly composed by Referêncial Curricular Nacional para a Educação Infantil, deepining those with Geography theorists who discuss inicial grades and Children Education, besides some authors who work with ludicity. The analyses was centered in the concept of space, place, landscape, body and laterality. It composes the metodology semistructured interviews, aplied with servers responsible for children education in cities that have already been determined by 5ª CRE. In the conclusion it was found that there is one mischaracterization of the teaching process while children's education professionals which turns the geographic knowledge is worked based on spontaneism, destituted of clear goals to be achieved. It was also investigated that RCNEI lacks of deepening and updating, concerning geographic science, RCNEI approaches the topic in a simpler way and without any deepening, especially regarding space fundamental elements. Finally, have been discovered a necessity of permanent formation of children education teacher. Thus, it is even harder, in this conjecture, thinking that children's structure thoughts will suffer any profound changes that reverberates in the possibility of them understanding in different way both objects and language used to represent them, as the referential has been advised.

Orientador: Ricardo Ribeiro / Resumo: Sabendo-se que o processo de formação em serviço é um fator importante para o desenvolvimento de um corpo profissional melhor preparado, a pesquisa tem por objetivo identificar quais são os espaços de formação oferecidos para os profissionais dos centros de educação infantil, buscando entender de que forma esse trabalho tem sido realizado, através da metodologia, do conteúdo e da visão dos profissionais em relação as ações desenvolvidas. Utilizou-se para esta pesquisa alguns instrumentos metodológicos de abordagem qualitativa: observação e entrevistas Esses recursos foram utilizados com a finalidade de apreender as ações desenvolvidas nos espaços formativos e também compreender o modo como os profissionais concebem essas práticas. Dentre os espaços de formação oferecidos pela Secretaria Municipal de Educação aos profissionais dos Centros de Educação Infantil escolheu-se pesquisar: as Horas de Trabalho Pedagógico Coletivo oferecido às professoras e as auxiliares de desenvolvimento infantil e as Reuniões Pedagógicas oferecidas às babás. Vale ressaltar que o termo babá é uma denominação específica do local pesquisado. Foram entrevistadas seis coordenadoras dos Centros, seis auxiliares de desenvolvimento infantil, quatro professoras, doze babás, três coordenadoras pedagógicas e uma diretora de departamento de creche. O trabalho estruturou-se da seguinte forma: no primeiro capítulo foi feita uma exposição a respeito da educação infantil no contexto brasileiro e a influência da Constituição de 1988 , bem como das leis decorrentes para o campo. No segundo capítulo tratou-se da importância da formação dos profissionais da educação infantil, destacando a contribuição teórica de diversos autores. No terceiro capítulo, foi realizada a descrição da rede pesquisada, bem como a metodologia anunciada. No quarto capítulo... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: It is known that the process of teacher development in service is an important factor to the professional life, this research has the goal to identify which are the opportunities offered to the professionals of the Centers of Children Education, and try to understand how this work has been done, through the methodology, the content and the point of view of the professionals about their actions. It was used for this research some methodological instruments with the qualitative approach : observation and interviews. Theses resources were used to learn the actions that were used to learn the actions that were developed in teachers reflections meetings and to try o understand how the professionals practice their believes. Among all the opportunities of development offered to the . Secretaria Municipal de Educação. to the professionals of the Center of Children Education was chosen to be researched : .the moments of the group pedagogy work., how it has been offered to the teachers and baby sitters. It is important to remember that .baby sitter. is an especific term used in the place where the research was realized. It was interviewed six coordinators of the Center, six auxiliars of children development, four teachers, twelve baby sitters, three pedagogy coordinators and one principal of the school departament. The work was organized by this way : in the first chapter was done an exposition about the Children Education in Brazilian context and the influence about 1988 constitution, as the laws about this area of study, too. In the second chapter was about the importance of the development of Children Education. In the third chapter was realized the description of the net of school researched and the announced methodology. In the fourth chapter was showed the identification of the development in groups, the contexts, and the strategies of... (Complete abstract, click electronic access below) / Mestre

Orientador: Iria Brzezinski / Banca: Ambrozina Amália Coragem Saad / Banca: Ivone Garcia Barbosa / Banca: Clélia Aparecida Martins / Banca: Celestino Alves da Silva Júnior / Resumo: Os objetivos da presente tese são os de detectar as necessidades psicoeducacionais dos bebês de 3 a 18 meses e a situação de atendimento a essas necessidades nos berçários ligados ao Sistema Nacional de Ensino e mostrar que o professor atuante em instituições que atendem crianças nesta faixa etária precisa de formação profissional obtida no Ensino Superior. O objeto de estudo foi uma Creche filantrópica que acolhe 70 bebês de zero a 3 anos completos, em horário integral. Destes 17, em berçário, constituíram o alvo da investigação, com cerca de 12 horas semanais, totalizando 255 horas de observação. O escopo teórico das análises foram os princípios da psicanálise, mormente de perspectiva winnicottiana, no que diz respeito à díade mãe-bebê, numa tentativa de sistematização pedagógica que apóie e fortaleça os vínculos professor-bebê nos berçários. A pesquisa descreve situações observadas no berçário, evidenciando as necessidades dos bebês com as quais professores graduados poderiam lidar, evitando significativamente o sofrimento das crianças. A metodologia adotada consistiu na pesquisa qualitativa, modalidade "estudo de caso" (BOGDAN E BIKLEN, 1994). O trabalho revela que os bebês de menos idade permanecem mais abandonados. Especifica sua vulnerabilidade psicossomática e os efeitos permanentes de erros cometidos por pessoas despreparadas. Denuncia o descaso das autoridades pela Educação Infantil, evidenciado pelo afrouxamento da legislação e pelo financiamento insuficiente destinado à área. Mostra que a Educação Infantil incluída no Sistema de Ensino proposto desde a nova LDB/96 é destinado a todos, mas utilizado prioritária e tradicionalmente pelas classes populares e deve valorizar a cultura de origem da criança, permitindo-lhe, progressivamente, compreender a dominação que sofre e questioná-la, instrumentalizando-se...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The aim of present research is to detect psycho-educationals necessities for babies 3 to 18 months old as well as the tender situation to this necessities, in those nurseries under the SNE (National Teaching Sistem), knowing that the people involved in direct contact with children must have solid professional formation from University level. This research contents results from observations over 3 to 18 months babies, demonstrating more abondon or less care for the younger ones. It comes quite clear the importance of higher knowledge, obtained in graduation courses, for baby tenders, considering the psico-somatic vulnerability of subjects and the permanent consequences from mistakes by un-prepared personal, from whom should not be expected comprehension and decisions above lower estabilished levels. The sluggishness legislation in relation to the very young education as well as to the Fundamental (First years of Formal Education) clearly reveals complete inattention of the Educational Authorities. Some "live" episodes during nursery research are described, showing situations un-attended that could have being solved had the caretake more and higher know-how-avoiding, in many cases, anguish and suffering from young children. It shows that the youth Education Program within the LDB/96 Teaching System is intended for all, but traditionally adopted, by lower classes, with emphasis on the cultural children inheritance - but allowing to understand the the social domination. On the other hand, the teachers, responsibles for the psicho-phisical development of these children, in their early years, are not properly prepared, considering they don't have a University formation but, in the most, some intermediate course, equivalent to Secondary level. Such policy allows "speeding" teacher formation and consequent reduction of action in their lead - which contraries ANFOPE... (Complete abstract, access undermentioned eletronic adress) / Doutor

Orientador: Suelly Amaral Mello / Banca: Cyntia Graziella Guizilim Simões Girotto / Banca: João Batista Martins / Banca: Olga Ceciliato Mattioli / Banca: Stela Miller / Resumo: Esta pesquisa teórico/bibliográfica busca identificar a concepção de criança no Enfoque Histórico-Cultural. Para dimensionar o significado dessa concepção, buscou-se inicialmente identificar as políticas e os programas educacionais voltados para a criança no Brasil desde o final do século XIX, com a educação dirigida para as crianças das classes economicamente menos favorecidas. Essa educação esteve apoiada em concepções marcadas pela assistência e o protecionismo. A imposição, o autoritarismo e uma educação da subordinação também marcaram as primeiras iniciativas de instituições dedicadas à criança no Brasil, neste período. Durante o século XX até o presente, políticas educacionais continuaram a preconizar uma concepção assistencialista. Na primeira parte desta tese, buscamos identificar, de um modo geral, essas práticas e políticas educativas orientadas para a criança pequena no Brasil com o objetivo de identificar a concepção de criança que as subsidia. Num segundo momento, buscamos os princípios que revelam a concepção de criança presente no Enfoque Histórico-Cultural uma vez que este compreende o ser humano como um ser histórico e cultural que apreende sua humanidade por meio de sua atividade no mundo, e se apropria das qualidades humanas histórica e socialmente construídas por meio das inter-relações com seu entorno - as pessoas e os objetos da cultura e constitui, por essa via, novas formações psíquicas. Nessa perspectiva, fundamentada por esta nova concepção de criança que vemos emergir do Enfoque Histórico-Cultural, a escola infantil adquire uma dimensão intencional na apropriação de saberes, onde o educador tem sua função marcada pela intencionalidade cujo papel é criar na criança os motivos para a apropriação das qualidades humanas. / Abstract: This theoretical/bibliographic research aims to identify the concept of child in Focus on Historical-Cultural. In order to access the extent of this concept it was primarily searched the identification of the political and educational programs that are concerned with the children in Brazil, from the end of the XIX century with education turned to children of lower economic classes supported by conceptions marked by assistance and protectionism. This imposition, the authoritarism and education of subordination also left a mark on the first initiatives of institutions dedicated to children in Brazil, already in the 18 and 19 centuries. During the 20 century and up to now, educational politics continued to prescribe a concept of assistance in education. In the first part of this thesis we try to identify, in a general way, these practices and educational politics guided to the small child in Brazil, with the aim of identifying the concept of child that supports them. In a second moment, we search the principles that reveal the concept of the child present in the Focus Historical-Cultural once this one understands the human being as a historical and cultural being who apprehends its humanity by means of its activity in the world, and appropriates the human qualities historically and socially built by means of inter relations that surround it-people and objects of the culture - and forms, this way, new psychological formations under this perspective, based on this new conception of child that we see emerge from the Focus Historical-Cultural, the child school acquires and intentional dimension in the appropriation of knowledge where the educator has their function marked by intentionality whose role is to create on the child the reasons for the appropriation of human qualities. / Doutor

Orientador: Sandra Regina Gimeniz Paschoal / Banca: Silvia Regina Ricco Lucato Sigolo / Banca: Maria de Lourdes Morales Horiguela / Banca: Maria Regina Cavalcante / Banca: Maria Aparecida Miranda de Paula Machado / Resumo: Este trabalho identifica a emissão de comportamentos de risco para acidentes infantis durante interações de crianças em playgrounds escolares e as características de risco dos brinquedos recreativos, bem como analisa as opiniões dos profissionais da educação infantil em relação a tais interações e aos possíveis acidentes que possam delas decorrer, em especial dos professores, mediante intervenção com cenas das interações. São participantes 52 escolares do Pré-I e Pré-II, 33 profissionais e 31 docentes de duas escolas municipais de educação infantil de uma cidade do interior do Estado de São Paulo. Utiliza filmagem, roteiros de investigação (questionários) pré-testados e cenas selecionadas das filmagens para intervenção breve com professores. Como resultados, identifica, por meio das filmagens, a emissão de diversos comportamentos de risco nos playgrounds, como o "uso inadequado dos brinquedos", "imitação" (de brincadeiras perigosas), "competição por um brinquedo" e "desafio/competição entre si", bem como diversas características de risco nos brinquedos, como permanência de brinquedo no sol acumulando energia solar e ausência de barreiras físicas ao redor dos equipamentos. As opiniões dos profissionais, obtidas por meio dos questionários, apontam: quedas e choques com brinquedos e/ou com outras crianças como os acidentes mais freqüentes, motivados pela falta de atenção/cuidado da criança; o trepa-trepa como brinquedo de maior risco, bem como as situações interativas entre crianças e brinquedos, sobretudo no balanço, e das crianças entre si, durante o correr; as orientações às crianças sobre o uso correto dos brinquedos como medidas preventivas já adotadas e que poderiam ser realizadas e as conversas informais/regras como os trabalhos sobre prevenção de acidentes já realizados com as crianças...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work identifies the emission of risk behaviors for children injury during children interaction in school playgrounds and the risk characteristics of toy, as such analyses the preschoolar professionals'opinions (specially teachers'one) in relation to those interactions and to the possible accidents that can occur intervention, by intervention with interaction scenes. 52 preschoolar students, 33 professionals and 31 teachers of two city infant schools of a city of São Paulo state. It uses movie takes, pré-tested questionnaires, and selected taken scenes, for brief intervention with teachers.As results, it identifies, by movie takes, the emission of risk behaviors at playgrounds, like "inapropriated use of toys", "imitation (of dangerous behaviors)", "competition for a toy", and challenges (self-competition), such as several risk characteristics of toys, like toys standying at sun getting Sun energy and lack of physical barriers around the toys. The professionals' opinions, got by questionnaires, shows: falls and schocks with toys and/or other children are the most frequent accidents, cause lack of attention by children; the trepa-trepa as the most dangerous toy, as well interactive situations between children and toys, mainly at slalow, and among children, during running; the orientation to children about the correct use of toys, as already taken measure, and that could be done, and chats and rules as already adopted works of injury prevention. At intervention, teachers saw risk behavior for injury prevention scenes and justify as variables to the occurance of these behaviors to the lack of perception of risk/danger, and that children want to explore the possibilities that toys get. They point as consequences injuries and traumas and point as injury prevention and promotion of safety the teachers' attitudes, such as orientation and diary chats ...(Complete abstract, click electronic access below) / Doutor

Teachers providing treatment to children with autism are responsible for implementing numerous procedures. Teacher training has not been addressed extensively in the literature. This study employed a multiple baseline design to evaluate the effects of a training package incorporating modeling, roleplaying and feedback on teacher performance. Results indicated that the teacher implemented correct teaching episodes following training. Changes in teacher performance were only observed when the training package was applied to each setting and skill area. As a result of changes in teacher behavior, the child demonstrated an increase in the number of desired responses. Results are discussed in the context of generalization, training package components, cost-benefit of single-subject designs, and limitations of the study.

A review of the literature regarding behavioral characteristics and underlying factors for behaviorally disordered (BD) students revealed that both elementary school aged and secondary school aged BD students may be able to be described by a similar factor structure. Utilizing ratings obtained on a national sample of BD students with the Behavioral Dimensions Rating Scale (BDRS). Research Edition, the pattern of item ratings for students in grades kindergarten through five (K-5) and grades six through eleven (6-11) was examined to confirm this literature-based theory. Multigroup simultaneous confirmatory factor analysis using maximum likelihood estimation procedures was utilized to compare the covariance structures of students in grades K-5 and grades 6-11. A goodness-of-fit index revealed that the covariance matrices of the two groups were invariant. Since the same factor structure could be used to describe BD students in grades K-5 and grades 6-11, the means for the two groups were compared using Hotelling's T^2 statistic for two independent samples. The analysis resulted in finding a significant difference between the two groups' means. A univariate F test was conducted for the behavioral dimensions to locate the source of the mean difference. A significant difference was found only for Factor I: Aggressive/Acting Out, indicating that teachers perceive these types of behavior to be more problematic for students in grades K-5. No significant differences were found between the two groups' means on Factor II: Socially Withdrawn, Factor III: Irresponsible/Inattentive, or Factor IV: Fearful/Anxious. This investigation has demonstrated that teachers can use the BDRS, Research Edition with confidence when assessing the behaviors of both elementary and secondary school aged students. Areas for further investigation include an examination for invariance across (a) more narrowly defined grade distributions, (b) gender, and (c) socioeconomic status.