Adrenocortical Responses to the Strange Situation in Infants with Disorganized/Disoriented Attachment Relationships   总被引：2，自引：0，他引：2  

Louise Hertsgaard  Megan Gunnar  Martha Farrell Erickson  Melissa Nachmias 《Child development》1995,66(4):1100-1106

Salivary cortisol levels were assessed in 19-month-old infants following the Ainsworth Strange Situation procedure. 38 infants participating in Project Steep at the University of Minnesota served as subjects. Project Steep is a longitudinal intervention program designed to promote healthy parent-child relationships and to prevent emotional problems among children born to mothers who are at high risk for parenting problems. Following the Strange Situation, saliva samples were collected and assayed for cortisol, a steroid hormone frequently examined in studies of stress. Behavior during the Strange Situation was coded by trained coders, and attachment classifications were determined for each infant. Cortisol concentrations did not differ between the 6 Avoidant/Resistant (A/C) and 17 Securely Attached (B) toddlers. Toddlers ( n = 11) who were classified as having Disorganized/Disoriented (Type D) attachments exhibited higher cortisol concentrations than toddlers in the traditional (ABC) classifications. Results of this study were consistent with a model of stress reactivity that conceptualizes the organization of coping behaviors as a factor that mediates physiological stress responses.  相似文献   

The impact of research on developments in inclusive education     

Peter Farrell 《International Journal of Inclusive Education》2013,17(2):153-162

This paper begins with a brief review of the development of the concept of inclusive education and then discusses the case for inclusion both from a human rights and empirical perspective. This is followed by an analysis of some of the key areas for research on inclusion and a discussion of the relevant findings. The paper ends with a summary of main conclusions from studies on inclusion and sets out an agenda for research into the new millennium.  相似文献   

What was it like for you?     

Filiz Polat  Peter Farrell 《Emotional and Behavioural Difficulties》2013,18(2):97-108

Abstract

As LEAs and schools develop their inclusive policies and practices, arguments about how to provide the most effective education for pupils with EBD continue. Is it possible to provide high quality education for this group in mainstream schools whilst not adversely affecting the education of the other pupils? What are the consequences of placing the most disturbed pupils in special schools? What do the pupils themselves think? This article draws on findings from 26 interviews with former pupils of an EBD residential school. We were interested in their opinions about the quality of education and care they received at the school and the impact of the placement on their experiences as young adults. Overall, despite some concerns, the former pupils have very positive memories of the school and felt that it had helped them to overcome their learning and behavioural difficulties. The findings have key implications for the development of policy and practice.  相似文献   

Other People's Money: Adapting Entrepreneurial Techniques to Build Capital in Challenging Economic Times     

Robert Farrell 《College & Undergraduate Libraries》2013,20(2-3):150-169

Drawing on the “predator” model of entrepreneurship put forward by Villette and Vuillermot in their 2009 book “From Predators to Icons,” this article argues that challenging economic times reveal that self-funded, collaborative information literacy models have in many cases unsustainably overstretched staff and budgets. In such circumstances, it is necessary for librarians to shift to an entrepreneurial approach that seeks profitable opportunities funded by parties other than the library in order to build capital for current and future instructional services. Following Villette and Vuillermot, the article seeks to refute a cultural myth that sees the entrepreneur as someone who is first and foremost a “do-gooder” or marketer of helpful products, and it also advocates that librarians adopt a view of the entrepreneur as one who preys on unexploited, low-cost/high-profit opportunities to leverage “other people's money” to build capital for later innovation. The article considers the economics of information literacy and library instruction programs, provides historical context for what has come to be known as the “collaborative imperative,” points to the economic shortsightedness of many collaborative and “embedded librarian” partnerships, and details six examples from information literacy programs that model successful entrepreneurship of the sort argued for.  相似文献   

Discrimination in Educational Placement and Referral     

Walter C. Farrell Jr.  James L Olson  William W. Malloy  Wesley L. Boykin 《Equity & Excellence in Education》2013,46(1-6):120-123

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Oil,Maslow, and Competency: A Good Mix for Partnerships?     

Patricia L. Farrell  Kim Allan Seifert 《Community College Journal of Research & Practice》2013,37(4-6):443-452

This article is a case study of a community college that received federal funding for two different projects involving welfare-to-work participants and local workforce development. Despite sounding good on paper, the partnerships did not finish on a high note for either the college or the local community. Social capital theory was used to analyze the study, and the goal is to engage in dialogue with the audience on the implications for policy and practice.  相似文献   

Women teachers in Liberia: Social and institutional forces accounting for their underrepresentation     

Nelly P. Stromquist  Jing LinCarol Corneilse  Steven J. KleesTruphena Choti  Caitlin S. Haugen 《International Journal of Educational Development》2013

This study focuses on cultural and institutional factors that affect women's decision to become primary school teachers in Liberia. It exposes current dynamics that account for the male-dominated primary school teaching force and the barriers that dissuade women from becoming teachers. Based on semistructured interviews with pre-service and practicing teachers, school administrators, faculty at teacher training institutions, and Ministry of Education officials, the research findings indicate that women face several cultural barriers to receiving an education: patrilineal assumptions that daughters are destined to become resources for their husbands’ families (and thus a poor investment), early onset of sexual activity and teenage pregnancy, and social expectations about early family formation. Women who enter teacher training programs receive no recognition for their children and family responsibilities and are given insufficient financial support. When women do become teachers, they face difficult working conditions such as distant schools, poor housing facilities, late payments, and large classes filled with overage students. The probability of rural assignment brings additional dissuading factors: poor quality roads and few transportation options, a dearth of safe housing, and lack of childcare services. The study offers several policy options for increasing female teachers in the workforce.  相似文献   

A NEW LOOK AT INTELLIGENCE TESTING     

Caitlin Donnelly 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):3-16

The aim of the paper is to explore teachers’ methods of delivering an ethos of tolerance, respect and mutual understanding in one integrated secondary school in Northern Ireland. Drawing on interviews with 18 teachers in the school, it is argued that most teachers make ‘critical choices’ which both reflect and reinforce a ‘culture of avoidance’, whereby politically or religiously contentious issues are avoided rather than explored. Although teachers are well-intentioned in making these choices, it is shown that they have the potential to create the conditions that maintain or even harden psychological boundaries between Catholics and Protestants rather than dilute them.  相似文献   

Does Maternal Employment Following Childbirth Support or Inhibit Low‐Income Children’s Long‐Term Development?     

Rebekah Levine Coley  Caitlin McPherran Lombardi 《Child development》2013,84(1):178-197

This study assessed whether previous findings linking early maternal employment to lower cognitive and behavioral skills among middle‐class and White children generalized to other groups. Using a representative sample of urban, low‐income, predominantly African American and Hispanic families (n = 444), ordinary least squares regression and propensity score matching models assessed links between maternal employment in the 2 years after childbearing and children’s functioning at age 7. Children whose mothers were employed early, particularly in their first 8 months, showed enhanced socioemotional functioning compared to peers whose mothers remained nonemployed. Protective associations emerged for both part‐time and full‐time employment, and were driven by African American children, with neutral effects for Hispanics. Informal home‐based child care also heightened positive links.  相似文献   

Giving Till it Helps? Alumnae Giving and Children’s College Options     

Kristin F. Butcher  Caitlin Kearns  Patrick J. McEwan 《Research in higher education》2013,54(5):499-513

This paper examines whether donations to colleges and universities are partly motivated by the desire of alumni to increase their children’s admissions probabilities. The paper uses data from a single-sex college, so that only alums with a daughter would evince this motive. We find that alums with a teenage daughter, as opposed to a teenage son, are more likely to make donations of at least $5,000. The same relationship is not evident for smaller donations, or when children are older than 18. Further, we find evidence that this difference in the probability of a donation by alums with teenage daughters and teenage sons does not exist when acceptance rates are higher in an earlier period.  相似文献