Becoming a student teacher: core features of the experience   总被引：2，自引：2，他引：0  

Angi Malderez  Andrew J. Hobson  Louise Tracey  Kirstin Kerr 《欧洲师范教育杂志》2007,30(3):225-248

This paper reports early findings of a longitudinal research project on the experiences of beginning teachers in England. In the first phase of the study (2003–2004), data were generated via: (1) in‐depth, face to face interviews with 85 student teachers throughout England; and (2) self‐completion questionnaires, returned by 4,790 student teachers across a range of initial teacher preparation (ITP) routes. Through these methods the study set out to explore student teachers' accounts of their motivations for entering ITP, their preconceptions and expectations of teaching and ITP, and their early experiences as student teachers. A number of general themes were found to cut across all of these areas, and are presented here as core features of the experience of becoming a student teacher. These relate to the concept of teacher identity, the role of relationships, the notion of relevance, and the central presence of emotion.

Cette étude décrit les conclusions préliminaires d'une recherche continue sur les expériences de ceux qui sont en train de devenir professeurs d'école en Angleterre. En première phase de l'étude (2003–2004), les données ont été recueillies par: 1) des entretiens approfondis en tête‐à‐tête avec 85 professeurs stagiaires dans toute l'Angleterre; et 2) des questionnaires, remplis eux‐mêmes par 4,790 professeurs stagiaires sur un échantillon de préparations initiales de professeur (PIP). Avec ces méthodes l'étude avait pour but d'explorer les explications des professeurs stagiaires concernant leur motivation pour entrer dans la PIP, leurs idées reçues et leurs attentes de l'enseignement et de la PIP, ainsi que leurs expériences initiales de professeur stagiaire. On a trouvé un nombre de thèmes généraux à travers tous ces domaines, et ceux‐ci sont présentés ici comme caractéristiques fondamentales de l'expérience vécue de professeur stagiaire débutant. Ils sont relatifs aux concepts suivants : l'identité du professeur, le rôle des relations, la notion de pertinence et la présence capitale de l'émotion.

Este documento es un informe sobre los primeros resultados de un proyecto de investigación longitudinal sobre las experiencias de profesores principiantes en la Inglaterra. En la primera fase del estudio (2003–2004), los datos fueron obtenidos a partir de dos fuentes: minuciosas entrevistas cara a cara con 85 profesores en prácticas por toda Inglaterra y cuestionarios personales que fueron devueltos por 4,790 profesores en prácticas procedentes de distintas ramas de la ITP (preparación para profesores principiantes). A través de estos métodos, el estudio fue lanzado con el propósito de sondear las razones que motivaron a los profesores en prácticas a entrar en la ITP, sus preconcepciones y expectativas en cuanto a la ITP y a dar clase y sus primeras experiencias como profesores en prácticas. Estas áreas presentaron una serie de temas generales comunes que son presentados aquí como características centrales de la experiencia de convertirse en profesor en prácticas. Estas están relacionadas con el concepto de identidad del profesor, la importancia de las relaciones, la noción de relevancia, y el papel central de las emociones.

Dieses Referat berichtet über die ersten Ergebnisse eines langfristigen Forschungsprojektes, basierend auf Erfahrungen von Lehrern in England, die in den Beruf einsteigen. In der ersten Phase der Studie (2003–2004) wurden Daten gesammelt mittels: 1) ausführlicher, persönlicher Gespräche mit 85 auszubildenden Lehrern aus ganz England; und 2) selbstauszufüllender Fragebögen, die von 4,790 auszubildenden Lehrern aus verschiedenen Ausbildungsrichtungen zurückgesendet wurden. Die Studie hatte das Ziel, die Berichte der auszubildenden Lehrer zu untersuchen hinsichtlich ihrer Motivation, eine Ausbildung anzufangen, ihrer Erwartungen vom Unterrichten und von der Ausbildung, sowie ihrer ersten Erfahrungen als auszubildende Lehrer. Eine Anzahl von allgemeinen Themen wurden in allen diesen Bereichen festgestellt und sind hier als Kernmerkmale des Ausbildungsverfahrens dargestellt. Diese beziehen sich auf das Konzept der Lehreridentität, auf die Rolle von Beziehungen, auf die Idee der Relevanz, sowie auf die zentrale Präsenz von Emotionen.  相似文献   

Care or scare: the safety of youth in congregate care in New York City     

Freundlich M  Avery RJ  Padgett D 《Child abuse & neglect》2007,31(2):173-186

OBJECTIVE: This qualitative study examined stakeholders' perceptions of the safety of youth ages 12 and older living in congregate care facilities within the New York City foster care system. The study explored the youth's physical safety, the safety of their personal belongings, the physical conditions of congregate care settings, and the relationship between staff quality and youth safety. METHOD: The study involved interviews with family court judges, representatives of private child welfare agencies, attorneys who represent children in foster care, social workers, representatives of advocacy and other relevant organizations in New York City, and former foster youth who had been placed in congregate care settings. RESULTS: Safety in congregate care environments was an issue of significant concern. Threats to the youth's safety were found to emanate from peer-on-peer violence, stealing of personal belongings, inappropriate staff conduct, and the poor physical conditions of facilities. Youth's sense of safety was strongly linked to staff quality, including staff ability to relate effectively to youth and to maintain control of congregate care environments. CONCLUSIONS: Existing regulations in New York State appear to have had little effect in ensuring the safety of youth in many group and residential care facilities. Steps to improve safety outcomes for youth in these settings are proposed.  相似文献   

Re-referral to child protective services: the influence of child, family, and case characteristics on risk status   总被引：2，自引：0，他引：2  

Connell CM  Bergeron N  Katz KH  Saunders L  Tebes JK 《Child abuse & neglect》2007,31(5):573-588

INTRODUCTION: This study examines child, family, and case characteristics that impact rates of re-referral to Child Protective Services (CPS) using data on all closed CPS investigations for the state of Rhode Island between 2001 and 2004. METHOD: A longitudinal dataset of all referrals to CPS was created using state submissions to the National Child Abuse and Neglect Data System (NCANDS). After excluding children whose initial CPS investigation resulted in removal from the home, a Cox proportional hazards model was tested to examine factors impacting the likelihood of re-referral. RESULTS: Consistent with other research in this area, the initial 6-month period following case disposition is the period of greatest risk of re-referral. Approximately 13% of cases experienced a recurrent allegation during the first 6-month period; an additional 14% experienced a re-referral over the following 12-month period; 7% during the next 12-month period. Family poverty was the strongest predictor of re-referral, though a number of child and case characteristics were significantly related to recurrence. Cases that were substantiated at index were significantly less likely to result in a new allegation, though substantiated cases of physical abuse or those receiving post-investigation services were at higher risk. CONCLUSIONS: Children from families facing multiple stressors (e.g., low SES, parental substance abuse child disability) are at highest risk of re-referral to CPS and may benefit from the development of preventive services targeted immediately following case closings within CPS.  相似文献   

A meta-analytic investigation of therapy modality outcomes for sexually abused children and adolescents: an exploratory study   总被引：1，自引：0，他引：1  

Hetzel-Riggin MD  Brausch AM  Montgomery BS 《Child abuse & neglect》2007,31(2):125-141

OBJECTIVE: The purpose of the current study was to investigate the independent effects of different treatment elements on a number of secondary problems related to childhood and adolescent sexual abuse, as well as investigate a number of different moderators of treatment effectiveness. METHOD: Twenty-eight studies that provided treatment outcome results for children and adolescents who had been sexually abused were included in the meta-analysis. Different aspects of psychological treatment, such as specific treatment modalities (individual, cognitive-behavioral, etc.) or secondary problems (behavior problems, psychological distress, etc.) were investigated. RESULTS: The overall mean weighted effect size for the meta-analysis was d=.72 (SE=.02). The results indicate that psychological treatment after childhood or adolescent sexual abuse tended to result in better outcomes than no treatment. There was significant heterogeneity in the effectiveness of the various psychological treatment elements. Play therapy seemed to be the most effective treatment for social functioning, whereas cognitive-behavioral, abuse-specific, and supportive therapy in either group or individual formats was most effective for behavior problems. Cognitive-behavioral, family, and individual therapy seemed to be the most effective for psychological distress, and abuse-specific, cognitive-behavioral, and group therapy appeared to be the most effective for low self-concept. CONCLUSIONS: The choice of therapy modality should depend on the child's main presenting secondary problem. Further research should be conducted investigating other possible moderators and secondary problem outcomes.  相似文献   

Bullying, violence, and risk behavior in South African school students     

Liang H  Flisher AJ  Lombard CJ 《Child abuse & neglect》2007,31(2):161-171

OBJECTIVES: To examine the prevalence of bullying behavior in adolescents from Cape Town and Durban, South Africa, and the association of these behaviors with levels of violence and risk behavior. METHOD: Five thousand and seventy-four adolescent schoolchildren in grade 8 (mean age 14.2 years) and grade 11 (mean age 17.4 years) at 72 Government schools in Cape Town and Durban, South Africa completed self-report questionnaires on participation in bullying, violent, anti-social and risk behaviors. RESULTS: Over a third (36.3%) of students were involved in bullying behavior, 8.2% as bullies, 19.3% as victims and 8.7% as bully-victims (those that are both bullied and bully others). Male students were most at risk of both perpetration and victimization, with younger boys more vulnerable to victimization. Violent and anti-social behaviors were increased in bullies, victims and bully-victims compared to controls not involved in any bullying behavior (p<.01 in all cases). Risk taking behavior was elevated for bullies and bully-victims, but for victims was largely comparable to controls. Victims were less likely to smoke than controls (odds ratio .83, p<.05). Bully-victims showed largely comparable violent, anti-social and risk taking behavior profiles to bullies. Bully-victims showed comparable suicidal ideation and smoking profiles to victims. CONCLUSIONS: Results were in keeping with Western findings. Involvement in bullying is a common problem for young South Africans. Bullying behavior can act as an indicator of violent, anti-social and risk-taking behaviors.  相似文献   

Predictors of resilience in abused and neglected children grown-up: the role of individual and neighborhood characteristics     

DuMont KA  Widom CS  Czaja SJ 《Child abuse & neglect》2007,31(3):255-274

PURPOSE: This paper examines individual, family, and neighborhood level predictors of resilience in adolescence and young adulthood and describes changes in resilience over time from adolescence to young adulthood in abused and neglected children grown up. METHOD: We use documented cases of childhood physical and sexual abuse and neglect (n=676) from a Midwestern county area during the years 1967-1971 and information from official records, census data, psychiatric assessments, and self-reports obtained through 1995. Analyses involve logistic regressions, replicated with Mplus to test for possible contextual effects. RESULTS: Almost half (48%) of the abused and neglected children in adolescence and nearly one-third in young adulthood were resilient. Over half of those who were resilient in adolescence remained resilient in young adulthood, whereas 11% of the non-resilient adolescents were resilient in young adulthood. Females were more likely to be resilient during both time periods. Being white, non-Hispanic decreased and growing up in a stable living situation increased the likelihood of resilience in adolescence, but not in young adulthood. Stressful life events and a supportive partner promoted resilience in young adulthood. Neighborhood advantage did not exert a direct effect on resilience, but moderated the relationship between household stability and resilience in adolescence and between cognitive ability and resilience in young adulthood. CONCLUSIONS: Ecological factors appear to promote or interfere with the emergence and stability of resilience following childhood maltreatment.  相似文献   

Prevalence of child sexual abuse reported by a cross-sectional sample of New Zealand women   总被引：1，自引：0，他引：1  

Fanslow JL  Robinson EM  Crengle S  Perese L 《Child abuse & neglect》2007,31(9):935-945

OBJECTIVE: The objective is to describe the prevalence of child sexual abuse (CSA) among women in New Zealand, document ethnic specific rates, and outline the frequency of abuse experienced and the most commonly identified perpetrators. Associations between CSA and later adverse consequences were also explored. METHODS: Retrospective report from a random sample of 2,855 women aged 18-64 years old in two regions in New Zealand. Face-to-face interviews with one randomly selected woman from each household were conducted. RESULTS: The overall prevalence rates for CSA were 23.5% for women from the urban region and 28.2% from the rural region. In both urban and rural regions, Māori women more frequently reported experiences of CSA than women from European and other ethnic groups (urban: 30.5% vs. 17.0% and rural: 35.1% vs. 20.7%). The median age of onset of the abuse was 9 years, and the median estimated age of the abuser was 30 years. Half of those who experienced CSA reported that it occurred once or twice, 27% "a few times," and 23% "multiple times." Sole perpetrators were involved in 83% of cases. The majority of cases were perpetrated by a family member, most frequently male. Compared with non-victims, victims of CSA were twice as likely to experience later intimate partner violence and violence by others. CONCLUSIONS: This study reports on a large, population-based sample in an ethnically diverse population in New Zealand, providing the first ethnic-specific rates of CSA available. Findings suggest important priorities for prevention and intervention activities.  相似文献   

Cognitive brain potentials in kindergarten children with subtyped risks of reading retardation     

Bakker DJ  Van Strien JW  Licht R  Smit-Glaudé SW 《Annals of dyslexia》2007,57(1):99-111

Cognition-related brain responses to meaningful and meaningless figures were registered in 5-year-old kindergarten children who either had been subtyped as being at-risk of developing an L- or P-type dyslexia (LAL versus LAP) or who were not at-risk. While identifying, naming, or categorizing pictures, event-related potentials (ERP) were registered. Three cognition-related components were found: the N460, the P780, and the Slow Wave (SW). LAP-children produced weak N460 activity across tasks, whereas LAL children, and to a lesser degree, non-risk children produced robust task-dependent activity. This finding may indicate that LAP-children lack semantic input while processing the figures. P780 latencies to frequently occurring figures were found hemisphere-dependent: LAP-children showed longer latencies in the right than in the left hemisphere, whereas the distribution was reversed in the LAL and non-risk children. It was also found that the right hemisphere is generally responsible for a lion's share of the processing of figures and therefore it seems that the right hemisphere of LAP-children invests ample time in doing so. Whereas LAP-children showed largest SW amplitude differences between frequent and infrequent stimuli at posterior locations, LAL children did so at frontal locations. Assuming that the SW represents working-memory processes, it may be that working-memory in LAP-children deals with figure-relevant visual-spatial information and with figure-derived concepts in LAL children. Overall, the findings suggest that LAL and LAP represent two different groups of kindergartners at risk of dyslexia and that these differences, to some degree, fit with the presumed etiology of L- and P-type dyslexia.  相似文献   

Phonological processing and emergent literacy in younger and older preschool children     

Anthony JL  Williams JM  McDonald R  Francis DJ 《Annals of dyslexia》2007,57(2):113-137

Phonological awareness, phonological memory, and phonological access to lexical storage play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPA) in 389 3-, 4-, and 5-year-old children. Confirmatory factor analysis supported the validity of each PPA as separate from general cognitive ability and separate from each other. Multigroup structural equation modeling (SEM) with mean structure demonstrated that older preschoolers have better developed latent PPA than younger preschoolers but that the structure of PPA is equivalent. RAN was found uniquely associated with letter knowledge and text discrimination in younger preschoolers, and PA was found uniquely associated with word reading skills in older preschoolers. Finally, general cognitive ability was only indirectly associated with emergent literacy via PPA. These results highlight the importance of PPA in the early literacy development of English-speaking preschool children.  相似文献   

Screening of phonological awareness in the early elementary grades: an IRT approach     

Vloedgraven JM  Verhoeven L 《Annals of dyslexia》2007,57(1):33-50

The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming, phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory factor analysis and analyses conducted within the framework of item response theory showed one latent ability to underlie the different sets of items, which nevertheless differed in difficulty. Analyses in terms of the children’s ability further showed the phonological awareness measures to be sensitive to growth. The amount of information supplied by the different sets of items depended on the children’s level of ability. The conclusion that it is possible to accurately monitor the development of children’s phonological awareness in the early elementary grades appears to be justified, and this possibility opens up new perspectives for the early screening for reading problems and dyslexia.  相似文献