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61.
Bensley L Ruggles D Simmons KW Harris C Williams K Putvin T Allen M 《Child abuse & neglect》2004,28(12):1321-1337
BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth. 相似文献
62.
The controversy over what is an appropriate early childhood curriculum has created a need for research instruments designed to measure classroom practices. This article reports on the development of a new observational measure based on the Guidelines for Developmentally Appropriate Practices of the National Association for the Education of Young Children (NAEYC). The Classroom Practices Inventory (CPI) is a 26-item rating scale tapping the curricular emphasis and emotional climate of programs for 4- and 5-year-old children. The scale demonstrated a high degree of internal consistency. Over half the measure's variance was accounted for by a factor tapping encouragement of curiosity, creativity, and provision of concrete materials. In a study of 10 preschool programs, CPI scores correlated significantly with teachers' and parents' educational attitudes. Modest relationships were found between the CPI scores of children's preschools and measures of academic skills, creativity, and anxiety. The CPI appears to be a promising measure for critically examining the concept of developmentally appropriate practices in early childhood education. 相似文献
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Leslie Rescorla Marion C. Hyson Kathy Hirsh-Pasek Jessica Cone 《Early education and development》1990,1(3):165-184
This study reports psychometric data on the Educational Attitude Scale, a new instrument designed to tap parental opinions about early academic, artistic, athletic, and social experiences. Mothers of 371 middle class prekindergarten children in 22 different schools completed the 32-item Likert-style survey. Mothers were highly similar in their views about the importance of social experiences, but differed widely in their opinions about early academic instruction for preschoolers. The scale proved to have excellent split-half and test-retest reliability. Correlational analysis and factor analysis supported the general domain structure along which the instrument was designed. Scores on the Educational Attitude Scale were significantly correlated with scores on a Developmental Expectations Card Sort. Highly significant differences were found in parent attitudes on the scale when schools were grouped into those High versus Low in academic emphasis by community reputation and observed classroom practices. Parents had significantly higher academic expectations than their children's teachers, particularly in schools with “Low Academic” emphasis. 相似文献
67.
Patrick R. McGuire Mable Kinzie Kateri Thunder Robert Berry 《Early education and development》2016,27(1):89-109
Research Findings: This study analyzed the quality of teacher–child interactions across 10 videotaped observations drawn from 5 different prekindergarten classrooms delivering the same mathematics curriculum: MyTeachingPartner–Math. Interactions were coded using 2 observational measures: (a) a general measure, the Classroom Assessment Scoring System (CLASS); and (b) a math-specific measure, the Classroom Observation of Early Mathematics–Environment and Teaching (COEMET). Practice or Policy: High correlations were found between the 2 measures, suggesting that the CLASS may serve as a sufficient metric to determine the quality of mathematics instruction in prekindergarten, though the COEMET may provide finer grained detail about teachers’ practice. Results indicate that the quality of mathematics instruction provided by teachers generally fell in the low- to medium-quality range and did not differ significantly across curriculum-related contextual factors. 相似文献
68.
Joyce M. Alexander Kathy E. Johnson Jennifer Albano Thea Freygang Brianna Scott 《Metacognition and Learning》2006,1(1):51-67
Across two studies, we developed and tested a declarative metacognitive interview to investigate the effects of developmental
level and verbal intelligence on children's metaconceptual understanding of processes related to concept use and object categorization.
Metaconceptual knowledge developed throughout elementary school, with near ceiling scores for adults. IQ scores correlated
positively with metaconceptual interview scores for all groups of children. Study 2 confirmed a relationship between scores
on the metaconceptual interview and performance on a Twenty Questions task for which strategic performance was presumed to
depend on such knowledge, though metaconceptual knowledge was most important when IQ was lower. Implications for theory development
and hypotheses about how metaconceptual knowledge develops are discussed. 相似文献
69.
Volume Contents
Volume contents 相似文献70.
Kathy Hytten 《Educational Studies A Journal of the American Educational Studies Association》2018,54(1):99-108
In this article, I argue that at its best, work in the foundations of education is about building islands of decency, borrowing from a metaphor originally used by Myles Horton. Horton suggests that in times of crisis and despair, we can work our way out of pessimism by surrounding ourselves with people who share some of our goals for a better world and working with them to create pockets of decency that are contagious. I begin by describing some of the commitments we share in the foundations field, focusing specifically on the ways we work toward social justice, diversity, and democracy. I then describe three tensions we must navigate in our work to be decent as scholars and people, unpacking the meaning of decency throughout the article. These are tensions between construction and critique, inquiry and advocacy, and humanist and instrumentalist rationality. I end by sketching some visions of hope and possibility, what the American Educational Studies Association can be in our next 50 years if we nourish the best of our habits and tendencies, and work to address some of our challenges. 相似文献