Predictors of mothers' use of spanking with their infants     

Combs-Orme T  Cain DS 《Child abuse & neglect》2008,32(6):649-657

OBJECTIVES: This study describes mothers who report spanking their infants in the first 13 months of life. METHODS: Two hundred forty-six (246) mothers were interviewed in the Mother-Baby Unit of a large university-affiliated hospital in a large southeastern city of the United States. Ninety-three percent (93%) of those mothers were reinterviewed in their homes when infants were 6-13 months of age. RESULTS: Younger mothers, those who endorsed fewer alternatives to corporal punishment, and those who experienced their infants as "difficult" were significantly more likely to spank their infants. CONCLUSIONS: The findings suggest the importance of more anticipatory guidance from physicians, nurses, social workers, and other professionals about discipline in the first few months of life, particularly given the risks associated with spanking infants and popular support for corporal punishment.  相似文献   

Book reviews     

Daphne Meadmore  Barbara Kamler  Susan Nichols  Ian Macpherson 《The Australian Educational Researcher》2001,28(3):167-179

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Mentors’ personal growth and development in a college access mentorship program     

Paige Haber-Curran  Daphne Everman  Melissa A. Martinez 《Mentoring & Tutoring: Partnership in Learning》2017,25(4):485-503

As the prevalence of mentoring programs in higher education institutions continues to grow, there remains little research on the growth and development that comes from serving as a mentor. In this phenomenological study, the researchers examined college students’ personal and educational gains through serving as mentors to high school students in a work-study mentoring program for increasing college access. Drawing on interviews with 14 mentors and other program staff, the researchers examined the following research question: In what ways did student mentors in the G-Force Mentoring Program grow and develop as a result of their mentor experience? Findings included mentor growth in three key categories: (a) self-development and awareness, (b) skill development, and (c) career development. Implications for practice and future research are offered.  相似文献   

Priming of Perceived Control in Young Children as a Buffer against Fear-Inducing Events     

Victoria L. Cortez  Daphne Blunt Bugental 《Child development》1995,66(3):687-696

Young children (aged 5 and 6) watched videotaped fairy tales that acted to prime child control versus adult control over frightening events. Subsequently, they watched an ambiguous videotape of a child having a medical exam; tapes were varied for presence or absence of fear cues (facial expressions shown by actors). We predicted that children primed for child control versus adult control would show information-processing error patterns that paralleled those previously found for children who were dispositionally high or low in perceived control. As expected, children primed for child control showed processing enhancement whereas those primed for adult control showed processing deficits after witnessing fear cues. Attentional disengagement was found to mediate processing errors. Perceived control—dispositional or temporary—was interpreted as an important organizer of attention to and processing of potentially threatening events.  相似文献   

Emancipatory or instrumental? Students’ and teachers’ perceptions of the implementation of the EcoSchool program     

Jan Cincera  Jelle Boeve-de Pauw  Daphne Goldman  Petra Simonova 《Environmental Education Research》2019,25(7):1083-1104

Abstract

We present findings of a mixed method evaluation study of the EcoSchool program in the Czech Republic. The innovativeness of this study is its specific focus on implementation strategies rather than learning outcomes. Using data from 148 students and 65 teachers from 54 different schools involved in the program, we investigated perceptions about the nature of the implementation and the impact of the approach on students’ and teachers’ feelings of ownership of success, loss of meaning of the program, or satisfaction with their participation in the EcoSchool program. The findings support the relevance of the emancipatory approach: students’ perceived participation predicts both their satisfaction with the program and perceived ownership of the success of their EcoTeams. Unexpectedly, the study also found that another factor predicting the program’s effectiveness is the level of students’ control over nonparticipating students.  相似文献   

The Boundlessness of Performativity in Elite Australian Schools   总被引：1，自引：0，他引：1  

Daphne Meadmore  Peter Meadmore 《Discourse: Studies in the Cultural Politics of Education》2004,25(3):375-387

This paper examines how prominent private schools in Australia are performing in a market context according to the tenets of performativity. From a discourse analysis of promotional materials that include prospectuses, advertisements, and school publications, it considers the “value‐addedness” that these schools purport to offer. In this regard, ideas such as building self‐esteem and emotional intelligence are not only being used for market advantage but are also being nicely conflated with religious principles to produce the “whole” child with market edge. This paper draws on a recent research study of 30 elite Australian schools. As new practices of identity formation and self‐presentation are investigated, questions are raised about issues of fabrication in performativity‐inspired practices of marketisation.  相似文献   

Getting tense about genealogy     

Daphne Meadmore  Caroline Hatcher  Erica Mcwilliam 《International journal of qualitative studies in education》2013,26(5):463-476

The paper responds to the growing interest in genealogical method as a means of inquiry in education research. The three authors bring together their collective understanding of the nature and purpose of genealogy as a method deriving from the work of Michel Foucault. The authors then indicate how such understandings were applied by each of them to a particular scholarly task. In elaborating the uses and the pitfalls of genealogical approaches by this means, the writers makeit clear that thereis no blueprint for genealogical use. Rather, working through genealogical methods demands from the researcher a strong grasp of the epistemological and theoretical tensions involved in asking how our present educational practices function as they do.  相似文献   

Changing the culture: The governance of the Australian pre-millennial university     

Daphne Meadmore 《International Studies in Sociology of Education》2013,23(1):27-45

Australian universities have undergone considerable reform in the past decade. What is seen as the 'unkindest cut of all' has been a more conservative federal government's substantial economic cut-backs in higher education from 1996 onwards. They have precipitated profound changes in its culture as the university becomes privatised, marketised, globalised and increasingly student-driven. In these shifts, the deregulated higher education sector is operating out of a 'busnocratic' rationality where choice and positional advantage are integral to market logic. This paper explores how universities are responding rapidly to fiscal stringency through the adoption of tactics and strategies which appropriate the operation of business for the governance of university culture  相似文献   

The vaguest measure of faculty merit     

Daphne Patai 《Academic Questions》1998,12(1):35-42

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From Clinton to Bush,literacy to war: The political contexts of Oprah’s Book Club     

Daphne?ReadEmail author 《Publishing Research Quarterly》2005,21(4):40-49

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