Leaving it to the wife: A study of abused children and their parents in norfolk     

Joan Fowler  Dick Stockford 《Child abuse & neglect》1979,3(3-4)

  相似文献   

Educating the Child‐centred Practitioner: Innovations and dilemmas     

S. Vianne McLean  Joan E. Moyer 《International Journal of Early Years Education》1997,5(3):199-210

The education of child‐centered early childhood practitioners involves issues of content, pedagogy, relationships and context. Recent insights on the nature of child‐centered teaching generated by collaborative research with teachers, has highlighted its complexity and suggests that new ways of thinking about teacher education are needed. But developing a more learner‐centered approach to early childhood teacher education will be difficult, given the instrumentalist orientation in many institutions and in societies at large. This paper discusses the broad issues surrounding the development of a more learner‐centered approach to early childhood teacher education and describes several initiatives the authors have been involved in, in Australia and the United States.  相似文献   

Responsive and proactive stakeholder orientation in public universities: antecedents and consequences     

María-del-Carmen Alarcón-del-Amo  Carme Casablancas-Segura  Joan Llonch 《Higher Education》2016,72(2):131-151

  相似文献   

Youth and culture: A seventeen nation study of perceived problems and coping strategies     

Janice T. Gibson  Marvin J. Westwood  F. Ishu Ishiyama  William A. Borgen  Susan M. Showalter  Qasem Al-Sarraf  Semiha A. Atakan  Isaura R. F. Guimares  A. Lina Guisti-Ortiz  Margaret Robertson  Benjamin Shafrir  Peter De Weerdt  Gundelina A. Velazco  Carol E. Baker  Maria Dikaiou  Tatiana Gabay  Lina Kashyup  Ilona Lee  Maria E. Felce Di Paula  Hillman Ngunangwa  Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216

  相似文献   

The relation of multiple-schedule behavioral contrast to deprivation,time in session,and within-session changes in responding     

McSweeney FK  Swindell S  Murphy ES  Kowal BP 《Learning & behavior》2004,32(2):190-201

Pigeons' keypecking was reinforced by food on baseline schedules of multiple variable interval (VI) x VI x and on contrast schedules of multiple VI x VI y. Deprivation of food was varied by maintaining subjects at 75%, 85%, and 95% (+/- 2%) of their free-feeding weights. Positive and negative behavioral contrast were observed. The size of the contrast was not systematically altered by changes in deprivation. Positive and negative contrast were both larger later in the session than they were earlier. Within-session decreases in responding were steeper for the baseline than for the contrast schedules for positive contrast. Within-session decreases were steeper for the contrast than for the baseline schedules for negative contrast. These results were predicted by the idea that different amounts of habituation to the reinforcer during the baseline and contrast schedules contribute to behavioral contrast. The results show that contrast occurs under conditions that reduce the effect of the following component. The results support the assumption that positive and negative contrast are produced by symmetrical theoretical variables.  相似文献   

Assessing sex and career biases in screening candidates for a deanship: An experimental study     

David R. Johnson  Max D. Larsen  Joan K. Wadlow 《Research in higher education》1982,17(4):363-374

To test how sex biases operate in the screening of candidates for administrative positions, an experimental study was conducted to evaluate the contribution of gender and career pattern effects on candidates' ratings. Faculty from seven universities were asked in a task that was judged to be realistic to evaluate vitae of six candidates for a deanship of a college of arts and sciences. Experimental design permitted alteration of the vitae to change gender and career patterns. No significant difference was found in the ratings assigned to male and female candidates. Career break did have a significant effect; candidates with career breaks received higher ratings on the average than those without career breaks. There was no significant interaction of gender and career break. Three different ratings systems were used, but none interacted with either gender or career break. However, closer examination of screeners' ratings did suggest that career experience was evaluated in different ways for male and female candidates.  相似文献   

Maternal Interactions and Self-Reports Related to Attachment Classifications at 4.5 Years   总被引：1，自引：0，他引：1  

Joan Stevenson-Hinde  Anne Shouldice 《Child development》1995,66(3):583-596

Building on attachment theory and infancy research, this study examines relations between maternal style and attachment patterns in early childhood. Mothers of children classified as Secure at 4.5 years were rated higher than mothers of Insecure children on positive mood, meshing, enjoyment of child, and providing a relaxed home atmosphere. In a laboratory joint task, they had a higher frequency of monitoring, planning, and affirming and also received higher ratings for providing a sensitive framework. Compared with all other mothers, mothers of Avoidant children monitored less and planned less but reported themselves in a better light on 3 temperament scales as well as a depression scale. Mothers of Ambivalent children rated themselves as the most depressed and anxious and the least satisfied with their marriages. Their interactions at home were characterized by friction. Mothers of Controlling children rated themselves as least irritable and anxious, but in the laboratory they affirmed less, enjoyed the task less, and provided a less sensitive framework than all other mothers.  相似文献   

Assessing and Controlling Acquiescent Responding When Acquiescence and Content Are Related: A Comprehensive Factor-Analytic Approach     

Pere Joan Ferrando  Fàbia Morales-Vives  Urbano Lorenzo-Seva 《Structural equation modeling》2016,23(5):713-725

This article proposes procedures for assessing and controlling acquiescence in personality scales when acquiescence is related to the content that the scale intends to measure. Our proposal is comprehensive in that it can be applied to different item response formats fitted with response models that can be parameterized as factor-analytic models. In the calibration stage, our proposal makes joint use of a balanced scale and a set of markers for acquiescence, and consists of 2 sequential procedures: a direct semirestricted solution, and a restricted solution with minimal identification constraints. In the scoring stage, we discuss how the information given by the acquiescence–content relation can be used to obtain Bayes expected a posteriori scores. The robustness of the direct procedure is assessed both analytically and by simulation. A free, user-friendly program that implements the procedures proposed is made available. Practical issues of use and interpretation are discussed and illustrated with an empirical application.  相似文献   

Teaching Kids to Care about Jewish Problems: A Noddings’ Approach     

Benjamin M. Jacobs 《理论付诸实践》2018,57(4):298-306

Drawing on Noddings’ work on religion and education (1993), moral education (2002), and citizenship education (2005\, 2015), this article contemplates how educators both in public schools and parochial Jewish schools might teach students to care about critical issues confronting the Jewish community historically and contemporarily. Its premise is that the teaching of the Jewish experience is presently deficient in both school settings. The article suggests ways that Noddings’ conceptions of caring (1992), pedagogical neutrality (1993), and critical lessons (2006) can be adapted and applied to the teaching of Jewish civilization in more appropriate, holistic, and nuanced ways. Its implications are applicable to many other American subgroups whose treatment in the social studies curriculum is typically inadequate.  相似文献   

Houston Teaching Academy: Partnership in developing teachers     

Jane A. Stallings  Joan Bossung  Anna Martin 《Teaching and Teacher Education》1990,6(4)

The need for excellent teachers to teach at-risk inner-city children is well documented. Too often new teachers who have received their field experience in the suburbs are hired to teach in multicultural inner-city schools with little preparation to serve this population of children and families. Changing the history of failure for this population of teachers and their students to an experience of success was the primary goal of the partnership between the Houston Independent School District and the University of Houston's College of Education.The structure of the Houston Teaching Academy (HTA) includes four collaborative decision-making councils. Representatives from the school and college serve on each of the councils. Shared weekly seminars for supervising teachers, student teachers, and college supervisors are led by school teachers or college supervisors. Methods courses are taught at the HTA, and the students serve as tutors in the classrooms. Several graduate college courses requested by teachers are offered at the HTA.Concurrent with the development of the HTA, a formative and summative evaluation has monitored the progress of the HTA toward its goals. The HTA graduates have been followed into their first years of teaching. Interviews with their principals indicate that 77% are effectively teaching in inner-city and multicultural settings.  相似文献