Evaluation of the effectiveness of the stay safe primary prevention programme for child sexual abuse     

MacIntyre D  Carr A 《Child abuse & neglect》1999,23(12):98-1325

OBJECTIVE: This child abuse prevention study aimed to evaluate the effectiveness of the Stay Safe Programme in training unscreened 7 and 10 year old children in personal safety skills. Subsidiary aims were to evaluate the program's impact on children's self-esteem and parents' and teachers' knowledge and attitudes of relevance to child abuse and protection. METHOD: Changes in safety knowledge and skills and self-esteem of 339 children who participated in the Stay Safe Programme were compared with those of 388 waiting list controls. Children in the training group were also followed up at 3 months. In addition, the knowledge and attitudes of parents and teachers of children who completed the program were evaluated before and after the program and 5 month follow-up data were collected from teachers only. RESULTS: Compared with waiting-list controls, trained children showed significant improvements in safety knowledge and skills and these gains were maintained at follow-up. The greatest gains were made by 7 year olds. Children who participated in the program also showed significant improvements in self-esteem which were maintained at 3 months follow-up but only the 7 year olds in the training group made significantly larger gains in self-esteem than their control group counterparts. Children with a higher socioeconomic status benefited more from the program than less privileged children. Both parents and teachers showed significant improvements in knowledge and attitudes concerning protection over the course of the program and for teachers, these gains were maintained at follow-up. CONCLUSION: The findings suggest that the Stay Safe Programme was effective in training children in safety skills and so may usefully be used as a primary prevention intervention for child abuse.  相似文献   

A review and critique of context-based physics instruction and assessment     

Gita Taasoobshirazi  Martha Carr 《Educational Research Review》2008,3(2):155-167

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“Score-for-Credit”: An Analysis of AP Chemistry Policies at Medium-Sized,Full-time, 2-Year Undergraduate (MFT2) Institutions     

Jeremy M. Carr 《Community College Journal of Research & Practice》2018,42(1):66-69

This study aimed to identify a consensus Advanced Placement (AP) chemistry exam score among MFT2 institutions, and determine how this value compared against target schools within the State of Alabama. AP Credit Policies for MFT2 institutions and popular destination schools were researched using The College Board website (https://apstudent.collegeboard.org/creditandplacement/search-credit-policies). The resulting data was analyzed using simple statistical approaches to gain generalized information. Most MFT2 schools were found to offer college credit when the student obtained a 3/5 or higher on the AP chemistry exam. This outcome is one point lower than popular destination universities for our students at Central Alabama Community College. Community colleges can use lower AP chemistry exam scores to attract students who are likely to be college ready, but may not have the ability (academic, financial, social, or otherwise) to thrive at popular destination schools. A word of caution is included.  相似文献   

Microstructure,mechanical property and corrosion resistance property of Cr26Mo3.5 super ferritic stainless joints by P-TIG and laser welding     

胡绳荪  庞杰  申俊琦  伍文勇  刘腊腊 《天津大学学报(英文版)》2016,22(5):451-457

The characteristics of microstructure, mechanical property and corrosion behavior of Cr26Mo3.5 super stainless steel joints by pulse tungsten inert gas(P-TIG)welding and laser welding were investigated. The results indicate that the widths of the center equiaxed grain zone(EGZ)and the columnar grain zone(CGZ)increase with the increase of heat input in both welding processes. The precipitates of Nb and Ti carbides and nitrides are formed in the weld metal(WM)and the heat affected zone(HAZ). The joints by laser welding show better tensile and corrosion resistance properties than those by P-TIG welding due to the heat concentration and lower heat input. The tensile strength and elongation increase with the decrease of heat input, and the fracture mode of the joints turns into ductile-brittle mixed fracture from ductile fracture when the welding method turns into P-TIG welding from laser welding. Moreover, the corrosion resistance of all joints declines slightly with the increase of heat input. Hence, laser welding is more suitable for welding Cr26Mo3.5 super stainless steel in engineering applications.  相似文献   

Can playscapes promote early childhood inquiry towards environmentally responsible behaviors? An exploratory study     

R. Alan Wight  Heidi Kloos  Catherine V. Maltbie  Victoria W. Carr 《Environmental Education Research》2016,22(4):518-537

This paper investigates young children’s exploratory play and inquiry on playscapes: playgrounds specifically designed to connect children with natural environments. Our theoretical framework posits that playscapes combine the benefits of nature and play to promote informal science exploration of natural materials. This, in turn, is expected to lead to environmental science literacy, which in turn is likely to strengthen a child’s ecological identity and lead to environmentally responsible behaviors (ERBs). The following questions are of specific interest: to what extent do children go beyond observations and explorations and use science-specific representations and language during their play on playscapes? What locations on the playscape afford science-specific activities? And how do these activities relate to their play on the playscape? In an attempt to answer these questions, we describe data obtained from a video analysis of preschoolers visiting a playscape. As a means of initial comparison, we also analyzed data obtained from a traditional playground. We examine the intersection of children’s play and inquiry within specific areas of interest at the two sites. The two sites vary in many dimensions, including size, familiarity, and access to natural materials. Nevertheless, our data provide initial support for our hypothesis that natural environments promote explorations and inquiry, fostering ERBs.  相似文献   

Editorials     

Forrest E. Long  John Carr Duff 《Clearing house (Menasha, Wis.)》2013,86(1):3-4

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The Case for Systemic Restructuring as a Key to Information Technology Integration in Education: A Response to van den Akker and Plomp     

Alison A. Carr  Charles M. Reigeluth 《Teaching Education》2013,24(1):155-159

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The Relationship between Success in Physical Education and Selected Attitudes Expressed by High School Freshmen Girls     

Martha G. Carr 《Research quarterly for exercise and sport》2013,84(3):176-191

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Higher education: core skills in a learning society     

Elisabeth Dunne  Neville Bennett  Clive Carré 《教育政策杂志》2013,28(6):511-525

This paper is based on the initial findings of the ESRC study on the acquisition and development of core skills in higher education and employment. The context for the study is provided by contested notions of a learning society apparent in the mismatch between the skills and knowledge that universities currently provide and what employers state that they want. The paper takes the form of a series of propositions and questions relating to the perspectives of those in higher education. It discusses the multiple interpretations, and lack of clarity, of the vocabulary of skills, and the difficulties for higher education in meeting the demands of a learning society. It is suggested that changes must be grounded in a more developed approach to the conceptualization of student provision and an enhanced understanding of how students learn.  相似文献   

An Epistemic Frame Analysis of Neoliberal Culture and Politics in the US, UK, and the UAE     

Carol A. Mullen  Eugenie A. Samier  Sue Brindley  Fenwick W. English  Nora K. Carr 《Interchange》2013,43(3):187-228

Neoliberalism is a loosely knit bricolage from economics, politics, and various forms of reactionary populism that can be envisioned as a kind of epistemic frame in which largely counterrevolutionary forces engage in the creative destruction of institutional frameworks and powers, forging divisions across society that include labor and social relations (Harvey, A brief history of neoliberalism, 2009). Such “creative destruction” implies that neoliberalism is actually a reactionary “catalog of mind” (Robin, The reactionary mind: Conservatism from Edmund Burke to Sarah Palin, 2011, p. 17); that when believers engage in reactions to programs and ideas which represent what Bourdieu (Acts of resistance: Against the tyranny of the market, 1998) called “the left hand of the state” (typically represented by teachers, judges, social workers), one result has been the “involution of the state” (p. 34) and the “destruction of the idea of public service” (Bourdieu, The abdication of the state. In P. Bourdieu (Ed.), The weight of the world: Social suffering in contemporary society, 1999, p. 182). We examine neoliberalism using Shaffer’s (Int J Learn Media 1(2):1–21, 2009) concept of an “epistemic frame” based on the epistemic frame hypothesis that suggests that a community of practice has a culture, and that the collection of values, skills, knowledge, and identity form the “epistemic frame” (p. 4). An epistemic frame has a kind of grammar and structure comprised of people’s thoughts and actions, reinforced by the ways that people see themselves, the values to which they hold, and the epistemology that binds together their agenda. The purpose of our analysis is to create a praxis for what has been termed Regressionsverbot, which is defined as “a ban on backward movement with respect to social gains at the European level” (Bourdieu, Acts of resistance: Against the tyranny of the market, 1998, p. 41). In the form of cases from the United States, the United Kingdom, and the United Arab Emirates, neoliberal initiatives are examined, unpacked, and interrogated.  相似文献