Adverse childhood experiences of referred children exposed to intimate partner violence: consequences for their wellbeing     

Lamers-Winkelman F  Willemen AM  Visser M 《Child abuse & neglect》2012,36(2):166-179

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The 'humanist' critique of the place of science in the curriculum in the nineteenth century,and its continuing legacy   总被引：2，自引：0，他引：2  

James F. Donnelly 《History of education》2013,42(6):535-555

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Schooling Heidegger: on being in teaching     

J. F. Donnelly   《Teaching and Teacher Education》1999,15(8):46

The article looks at the practice of teaching in the light of the Part One of Martin Heidegger's major work Being and time. After discussing the main themes of this work, and particularly Heidegger's argument that our fundamental way of being is not cognitive, it examines their implications for such issues as the place of theory and reflection in education. The article then considers generalised approaches to professional work, notably those of Donald Schön and Andrew Abbott. It concludes that teaching has unique characteristics which are illuminated by Heidegger's writing. It suggests that teachers’ practice exhibits a tension between instrumentality and a concernful being-with children, but is fundamentally grounded in the latter.  相似文献   

From speed dating to intimacy: methodological change in the evaluation of a writing group     

Agnes Bosanquet  Jayde Cahir  Christa Jacenyik-Trawoger  Margot McNeill 《高等教育研究与发展》2014,33(4):635-648

This paper explores an innovative approach to evaluating the effectiveness of a writing group in an Australian research-intensive university. Traditional qualitative and quantitative methods typically applied in higher-education research may be effective in analysing the output of writing groups; however, they do not always address the affective domain of writing and giving and receiving feedback in a small-group context. The group had previously evaluated its practice with a speed-dating activity, itself an innovative approach designed for efficiency and to take advantage of the size and diversity of the group. The changing membership of the group, from eight to four participants, warranted a methodology appropriate to the intimacy of the group. In this paper, three theoretical frameworks are used to conceptualise the practice of the smaller group: communities of practice, peer mentoring and affect theory. The methodologies of critically reflective practice and memory work described here emerged from these theoretical frameworks.  相似文献   

Using collaborative technology to enhance pre-service teachers’ pedagogical content knowledge in Science     

Dermot Francis Donnelly  Anne Hume 《Research in Science & Technological Education》2013,31(1):61-87

Groups of 11‐year‐olds in their first term at secondary school were given three cognitive tests. Girls and boys were found to be approximately equal in science knowledge. Boys did slightly better on tests of physical science, especially when these were in multiple choice form, but otherwise there were few sex differences. Neither the style of the question (multiple choice or structured) nor the content (feminine or masculine) had any great effect on sex differences in performance. However, boys performed markedly better than girls on tests of spatial ability and mechanical reasoning. These skills may be important for later success in technical studies at school.  相似文献   

Enabling connections in postgraduate supervision for an applied eLearning professional development programme     

Roisin Donnelly 《International Journal for Academic Development》2013,18(4):356-370

This article describes the practice of postgraduate supervision on a blended professional development programme for academics, and discusses how connectivism has been a useful lens to explore a complex form of instruction. By examining the processes by which supervisors and their students on a two-year part-time masters in Applied eLearning negotiated the blended approach adopted to supervision, it illustrates the conditions that enable connections to occur and flourish. The socio-technical context for supervision was supported using learning technologies (VLE, research wikis and ePortfolios), small group supervision (two to three supervisors and students) and traditional individual supervision. Qualitative data were obtained through surveys and focus groups, and analysed using a framework which drew on connectivist principles. Findings suggest that for increased connections between supervisors and their students, a sense of sanctuary, community and regulation within the supervision process is important; the role of technologies in unifying postgraduate supervision in professional development are discussed.  相似文献   

Charting the waves of prevention: two steps forward,one step back     

Daro D  Donnelly AC 《Child abuse & neglect》2002,26(6-7):731-742

BACKGROUND: Over the past 30 years, the political response to child maltreatment and its prevention in the US has experienced periods of frantic activity, often followed by long periods of benign neglect. In reflecting on this history, Dick Krugman has referred to this uneven level of attention as a series of "waves" in which apparent progress is often minimized by an inability to sustain political commitment to a given reform or course of action. To an extent, this pattern reflects deep differences among child welfare advocates, researchers, and practitioners on how best to proceed. While most everyone agrees that "it shouldn't hurt to be a child," how to prevent this hurt and at what cost is less clear. METHOD: To address this dilemma, prevention advocates, researchers, and practitioners have struggled with a variety of conceptual frameworks and programmatic reforms. This article summarizes the relative gains and limitation of three such efforts and outlines the lessons these efforts offer those formulating future prevention policies and programs. RESULTS: Specifically, the authors suggest that future prevention efforts will need to take care in avoiding some of the most common mistakes experienced by earlier efforts. CONCLUSIONS: These mistakes or pitfalls include oversimplifying the problem of child abuse; overstating preventions' potential and appropriate target populations; failing to establish a significant partnership with child protective services; compromising depth or quality in an effort to maximize breadth or coverage; and failing to fully engage the public.  相似文献   

Examining the impact of the Respect in Sport Parent Program on the psychosocial experiences of minor hockey athletes     

Katherine A. Tamminen  Carolyn E. McEwen  Gretchen Kerr  Peter Donnelly 《Journal of sports sciences》2020,38(17):2035-2045

ABSTRACT

Models of positive youth development suggest that athletes may be influenced by parent education programmes; however, there is little research examining the impact of such programmes on athlete outcomes. This study examined the impact of the Respect in Sport Parent Program on athlete outcomes among minor hockey players over three years. This study consisted of cross-sectional and longitudinal online surveys measuring athletes’ positive and negative developmental experiences, prosocial and antisocial behaviours, parental support and pressure, and sport enjoyment and commitment. Athletes completed at least one online survey during the study period (N = 366; 84.2% males; 14–19 years of age; M = 15.4 years), and 83 athletes completed multiple surveys for longitudinal analyses. Cross-sectional results comparing athletes in leagues adopting the programme at different time points indicated significant differences in prosocial behaviours towards teammates. Multilevel longitudinal analyses revealed improvements in athletes’ antisocial behaviours towards opponents, initiative, goal setting, and cognitive skills over time, regardless of whether they were in a league that implemented the programme. However, athletes in leagues that implemented the programme during the study reported greater improvements in antisocial behaviours towards opponents, and there were trends with respect to improved personal and social skills. These findings provide suggestions to improve the delivery and impact of parent education programmes in youth sport.  相似文献   

Conducting research in sports engineering education     

Brian Frank  Catherine Donnelly 《Sports Engineering》2018,21(4):255-265

This aim of this paper is to provide recommendations for developing sports engineering education research (SEER) both at the individual and community levels. The emergence of this field can be positively informed by reflection on similar developments in other fields, particularly engineering education and health science education research. The large traditional engineering disciplines, including chemical, electrical and computer, and mechanical, have well-developed communities and publication venues for educational research. Health professions, including kinesiology, rehabilitation, nursing, and medicine, have allied with sports engineering to develop educational research that can inform methods and provide opportunities for dissemination. As an interdisciplinary field, it is also critical to draw on the growing body of interprofessional education research. The rich literature relating to discipline-based educational research (DBER) and the Scholarship of Teaching and Learning (SoTL) can support individuals moving into this field, and observations by communities in other disciplines can provide guideposts for sports engineering. There are well-established processes and methodologies that can be adapted from other discipline-based educational research fields. As stand-alone sports engineering education programs are relatively rare and young, there is an opportunity available to create a culture that values research on education in the field.  相似文献   

Book Review     

Louise Gagnon-Arguin  Carol Couture  Agnes E. M. Jonker  Fernanda Ribeiro 《Archival Science》1987,1(1):107-116

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