Democracy,critique, and the presupposition of knowledge: teachers as capable,resourceful theorists     

Joanne Orlando  Bobby Harreveld 《Asia-Pacific Journal of Teacher Education》2014,42(4):321-323

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Child extrafamilial sexual abuse: predicting parent and child functioning     

Ian Manion  Philip Firestone  Paula Cloutier  Malgorzata Ligezinska  Joanne McIntyre  Ron Ensom 《Child abuse & neglect》1998,22(12)

Objective: This study evaluated the emotional and behavioral adjustment of parents and children within 3 months and 1 year after the discovery of child extrafamilial sexual abuse.Method: Ninety-two case parents (63 mothers, 29 fathers) and 56 children were compared to a nonclinical comparison group of 136 parents (74 mothers, 62 fathers) and 75 children. Parent adjustment was assessed using self-report measures while child functioning was assessed using a combination of child-, parent- and teacher-report measures.Results: Mothers, fathers and sexually abused children experienced clinically significant effects both initially and at 12 months post-disclosure. Children’s perceptions of self-blame and guilt for the abuse and the extent of traumatization predicted their self-reported symtomatology at 3 months and 1 year post-disclosure. Child age and gender also significantly contributed to the prediction of many of the child outcome measures. No abuse-related variable was related to any child self-report measure. Mothers’ satisfaction in the parenting role, perceived support and intrusive symptoms predicted their initial emotional functioning. Avoidant symptoms, child’s internalizing behavior and mothers’ initial emotional functioning were significant predictors of longer-term emotional functioning.Conclusions: Results emphasize the need to address children’s abuse-related attributions and underscore the need to expand our focus beyond the child victims to the traumatized families.  相似文献   

The Integration of Preservice Teachers’ Naive and Informed Beliefs about Learning and Teaching     

Joanne Brownlee  Barry Dart  Gillian Boulton‐Lewis  Andrea McCrindle 《Asia-Pacific Journal of Teacher Education》1998,26(2):107-120

Preservice teacher education students are likely to have acquired naive beliefs about learning and teaching, that need to be integrated with theoretically informed beliefs, if they are to function effectively in classrooms. This study explored the nature of such integration using a sample of Graduate Diploma in Education students engaged in an educational psychology subject which was designed to help students develop constructivist beliefs and approaches to learning. Investigation of students’ journal entries, written statements, and stimulated recall interviews related to videotaped practice teaching sessions, revealed that students were able to integrate prior beliefs with the theoretical content of the course, enabling them to describe, and in some cases, evidence informed conditional knowledge.  相似文献   

Radial and tibial bone indices in athletes participating in different endurance sports: a pQCT study†     

Tanja Oosthuyse  Joanne A. McVeigh  Lisa K. Micklesfield 《European Journal of Sport Science》2017,17(2):231-240

Low magnitude bone-loading sports may benefit bone structure and strength in the exercised limbs. This study compared peripheral quantitative computed tomography measures of radial and tibial diaphyseal strength (strength–strain index, SSI), structure (total area (ToA) and cortical area (CoA), density (CoD) and thickness (CT), and circumferences), muscle cross-sectional area (MCSA) and strength (one-repetition maximum, 1-RM) in male endurance athletes taking part in (i) non-weight-bearing and non-impact sports: swimmers (SWIM, n?=?13) and road cyclists (RC, n?=?10), (ii) non-weight-bearing, impact sport: mountain bikers (MB, n?=?10), (iii) weight bearing and impact sport: runners (RUN, n?=?9). All athlete groups were also compared to sedentary controls (CON, n?=?10). Arm MCSA, 1-RM and radial bone size and strength tended to be greater in SWIM than CON and/or RC (ToA, %difference ±?95%CI, SWIM-CON: 14.6%?±?12.7%; SWIM-RC: 12.9%?±?10.7%) but not different to MB and RUN. RUN had bigger tibial CoA than CON, SWIM and RC (CoA, RUN-CON: 12.1%?±?10.7%; RUN-SWIM: 10.9%?±?9.4%; RUN-RC: 15.8%?±?9.5%) without marked changes in tibial strength indices, lower-limb MCSA or 1-RM. Both MB and RC failed to display any difference in tibial indices, lower-limb MCSA and 1-RM compared to CON. In swimmers, the bone structure and strength of the primary exercised limbs, the arms, is greater than controls and road cyclists. Conversely, although runners experience impact and weight-bearing loading, tibial structure is greater without a substantial difference in tibial strength compared to controls and non-impact sports. Failure to observe a difference in tibial indices in MB and RC compared to controls is unexpected.  相似文献   

Plain language summaries: Enabling increased diversity,equity, inclusion and accessibility in scholarly publishing     

Adeline Rosenberg  Joanne Walker  Sarah Griffiths  Rachel Jenkins 《Learned Publishing》2023,36(1):109-118

• Plain language summaries (PLS) are accessible, short, peer-reviewed summaries of scholarly journal articles written in non-technical language.
• The aim of PLS is to enable a broader audience of experts and non-experts to understand the original article.
• Here, we outline the evidence base for the value and impact of PLS and how they can enable diversity, equity, inclusion and accessibility in scholarly publishing.
• PLS can diversify readership and authorship, address information inequity, include typically under-represented stakeholders and provide an accessible route into scholarly literature.

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Home-schooling in the Republic of Ireland     

Joanne Banks  Chris Forlin  Dianne Chambers 《British Journal of Special Education》2023,50(3):394-402

Internationally, there continues to be a rise in the popularity of home-schooling. Although the growth in the numbers of families choosing this alternative approach was evident prior to the Covid-19 Pandemic school closures, it appears to have impacted on the decision for some to home-school permanently. Using a scoping review of the literature, this paper considers the research evidence around home-schooling in the United Kingdom and Europe. It then focuses on home-schooling in the Republic of Ireland to assess the change and development of home-schooling over time. In line with trends internationally, Irish administrative data show an increase in the numbers of families engaging in home-schooling in recent years, particularly for students with disabilities. The paper situates these findings within the context of ongoing debates on inclusive and special education in Ireland and the capacity of mainstream schools to educate and include every student.  相似文献