Intimate partner violence during infancy and cognitive outcomes in middle childhood: Results from an Australian community-based mother and child cohort study     

Priscilla Savopoulos  Stephanie Brown  Peter J. Anderson  Deirdre Gartland  Christina Bryant  Rebecca Giallo 《Child development》2022,93(4):e396-e411

The cognitive functioning of children who experience intimate partner violence (IPV) has received less attention than their emotional-behavioral outcomes. Drawing upon data from 615 (48.4% female) 10-year-old Australian-born children and their mothers (9.6% of mothers born in non-English speaking countries) participating in a community-based longitudinal study between 2004 and 2016, this study examined the associations between IPV in infancy and cognition in middle childhood (at age 10). Results showed that IPV in the first 12 months of life was associated with lower general cognitive ability and poorer executive attention but not working memory skills. IPV in middle childhood (in the 10th year postpartum) was not associated with cognition. This study provides evidence for the long-term impact of early life exposure to IPV on children's cognition, and points to the importance of early intervention to optimize development.  相似文献   

Leveraging Play for Learning and Development: Incorporating Cultural-Evolutionary Insights into Early Educational Practices     

Robin Samuelsson 《Mind, Brain, and Education》2023,17(2):75-85

There is a renewed scientific interest in the role of childhood in human evolution, pointing to the explorative phase of a human's life history that shapes how children learn and develop. This study presents a synthesis from evolutionary sciences that considers biases in childhood learning through activities in play, exploration, and social interactions. The study argues that childhood education based on this framework diverges from formal education. This framework explains why common misconceptions about childhood learning arise and how to resolve them. Finally, we propose how childhood education can be changed to take advantage of biological biases in learning.  相似文献   

Loneliness     

Catherine Bryant Roiules 《The Educational forum》2013,77(3)

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On the use of anthracite in the smelting furnace of vizille     

M. Robin 《Journal of The Franklin Institute》1835,19(5):341-347

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Participatory Action Research: issues in theory and practice     

Robin McTaggart 《Educational Action Research》2013,21(3):313-337

Action research is now common in educational and social practices of various kinds. The renaissance of this valuable approach to social enquiry has many virtues, but success is somewhat soured by cooption of some of the techniques occasionally used by action researchers for the technical improvement of practices, the Implicit values of which are poorly understood and timidly questioned. Naive cooption is accompanied by both traditional and new critique. Like most approaches to educational and social research, action research (or some people's impressions of it) has been subjected to critique by theorists of the so‐called post‐modern turn. These critiques have become prematurely Judgemental, and though drawing on what some see as powerful theoretical resources, are somewhat oblivious to the breadth and dynamism of action research theory and practice and dismissive of the achievements of action researchers who often work in contexts decidedly more risky than the academies which nurture and reward critique. Action research remains a diverse and thoroughly Justified and preferred mode of educational and social enquiry, continuing to address the concerns of both its practitioners and its critics.

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Public understanding of science: from contents to processes     

Robin Millar  Brian Wynne 《International Journal of Science Education》2013,35(4):388-398

Public understanding of science is commonly seen in terms of lay persons' understanding of the contents of science. This article argues that it may be more salient to consider public understanding of the internal processes of science ‐ of the nature of scientific knowledge and of the sorts of information that science can reasonably be expected to provide. Drawing on the reported statements of non‐scientists in the media following the Chernobyl nuclear reactor accident, the article argues that the view of scientific knowledge that many people appear to hold is not one that can help them interpret and cope successfully with sts issues. The role that formal science education plays in sustaining this unhelpful view of science is discussed and some implications for practice are considered.  相似文献   

Leadership and inclusion: a special school perspective     

Robin Attfield  & Chris Williams 《British Journal of Special Education》2003,30(1):28-33

In July 2002, the National College for School Leadership (NCSL) held a 'Leading Edge' seminar focused on the contribution that leaders in special schools can make to the development of Inclusive policies and practices. The day gave colleagues working in specialist contexts an opportunity to share examples and experiences of current initiatives and to speculate about future trends and developments in inclusive education. In this article, Robin Attfield and Chris Williams, Assistant Directors in Programmes and Research respectively at the NCSL, explore the context in which the seminar took place and some of the themes and issues that emerged from discussion on the day. At the end of their paper, they summarise the key messages that the special school leaders who attended the seminar wished to communicate to a wider audience and articulate a further role for leaders in special schools in the development of inclusion.  相似文献   

School leadership in challenging times     

Robin Brooke-Smith 《International Journal of Educational Development》2005,25(6):658-664

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The Internet Galaxy: Reflections on the Internet, Business and Society: Manuel Castells, Oxford University Press, London, 2001, 292 pp., £14.99, ISBN 0-19-924153-8     

Robin Mansell 《Research Policy》2003,32(3):526-527

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A New Perspective on the Race Debate     

Andreasen  Robin O. 《The British journal for the philosophy of science》1998,49(2):199-225

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