Trends in child maltreatment literature     

Behl LE  Conyngham HA  May PF 《Child abuse & neglect》2003,27(2):215-229

INTRODUCTION: To identify possible gaps in the child maltreatment literature the present study examined the development of the child maltreatment literature over a 22-year period, including temporal trends for child maltreatment types, the characteristics of the research participants, and sources of participant recruitment. METHOD: Child maltreatment articles (N=2090) published from 1977 to 1998 (inclusive) in six specialty journals were coded on type of article, type of child maltreatment, gender and parental status of participants, abuse role of participants, and recruitment source of participants. RESULTS: Across the period studied the annual percentage of quantitative articles (articles with inferential statistics) increased, whereas the annual percentage of theoretical articles decreased. The annual percentage of articles examining child physical abuse (CPA) decreased, whereas the annual percentage of articles examining child sexual abuse (CSA) increased. The percentages of articles examining child neglect (CN) or child emotional abuse (CEA) remained consistently low. Distinguishing child maltreatment types in research articles increased. Males were underrepresented in CPA perpetration and CPA adult victimization articles, but adequately represented in CSA perpetration and CPA child victimization articles. Females were adequately represented in CPA perpetration and CSA child and adult victimization articles. Recruitment from universities and outpatient mental health facilities increased; recruitment from medical settings decreased. CONCLUSIONS: CN and CEA literatures need to be developed first by theoretical, then by quantitative works. In addition, the publication of more research on male subjects for CPA perpetration and adult CPA victimization is needed.  相似文献   

A global collage of impressions: Preschools abroad     

Leah D. Adams 《Early Childhood Education Journal》1991,18(3):4-7

“What do you think of European preschools?” “Do they have good schools in Yemen?” “What are Chinese child care centers like?” I am always taken aback when asked such questions. Of course, I'm always taken aback when someone asks what I think of kindergarten education in the United States; I never know how to answer that either. Does the question refer to kindergarten classes in the school near my home? Or kindergartens across the United States? Even if the inquirer expected an answer based on the schools which I visit regularly to supervise student teachers I would have to give a general statement, followed by some qualifying statements related to different teachers, different schools, and different school districts — all withinone county! The old adage that “All generalizations are dangerous, including this one” always comes to mind.  相似文献   

Transition to Kindergarten: Family Experiences and Involvement   总被引：2，自引：0，他引：2  

Laura Lee McIntyre  Tanya L. Eckert  Barbara H. Fiese  Florence D. DiGennaro  Leah K. Wildenger 《Early Childhood Education Journal》2007,35(1):83-88

The transition to kindergarten is an important developmental milestone for young children, their families, and teachers. Preparing students for successful kindergarten transition has been identified as a national priority, yet the degree to which parents are involved in kindergarten preparation is rarely considered. This study investigated the family experiences and involvement in kindergarten transition in 132 families whose children had completed early education programs and were beginning kindergarten. Results suggest that the majority of families wanted more involvement in the transition to kindergarten planning and wanted information about kindergarten readiness, including academic and behavioral expectations. The top concerns expressed by families were attending a new school and difficulties with following directions or other behavior problems. Families with fewer financial resources reported less involvement in transition activities than families with more resources. Implications for early childhood education are discussed, in light of the growing emphasis on parent involvement and kindergarten readiness. The present work was supported, in part, by a Science of Learning Center Catalyst grant (0350341) from the National Science Foundation awarded to the second and third authors.  相似文献   

A Developmental Approach to Graduate Education Review: A New Take on a Traditional Process     

Leah Hakkola  Jean A. King 《Innovative Higher Education》2016,41(2):137-152

In this article we describe the Graduate Review and Improvement Process (GRIP), an innovative evaluation process that makes student input central, now beginning its fifth year of implementation at the University of Minnesota. We begin by contrasting GRIP with traditional graduate program review, and we then explain the conceptual underpinnings of action research and developmental evaluation. We next explain how the process began and evolved from 2011 to the present, including discussion of the perceived benefits that participants reported. The article concludes with four challenges to this process: resources, changing leadership, turnover, and faculty engagement.  相似文献   

Contextual challenges of implementing learner‐centred pedagogy: the case of the problem‐solving approach in Uganda     

Leah Sikoyo 《Cambridge Journal of Education》2010,40(3):247-263

This article explores teachers’ experiences of implementing the problem‐solving approach; a learner centred pedagogic innovation prescribed by a centrally mandated curriculum in Uganda. It presents teachers’ interpretations of the pedagogic principles suggested by the innovation as well as their accounts of challenges of implementing the pedagogic approach. The findings suggest that the teachers’ implementation of the problem‐solving approach was far more regulated by contextual affordances and constraints within schools and the broader education system and society than by their interpretations of the official curriculum. These findings highlight the influence of structural contextual factors in regulating pedagogic practice and teachers’ take‐up of learner‐centred pedagogies in Africa. The evidence from this paper suggests the need for education researchers in developing countries such as Uganda to focus on helping teachers develop strategies for teaching large classes as learner‐centred pedagogies have a bleak future in the region.  相似文献   

Correlates of school-day physical activity in preschool students     

Robinson LE  Wadsworth DD  Peoples CM 《Research quarterly for exercise and sport》2012,83(1):20-26

This study examined the relationship among sex, body mass index, motor skill competence (MSC), perceived physical competence (PPC), and school-day physical activity in preschool students (N = 34). Physical activity was assessed by steps accumulated during the school day, while MSC and PPC were assessed with the Test of Gross Motor Development-2nd edition (Ulrich, 2000) and the Pictorial Scale of Perceived Competence and Social Acceptance (Harter & Pike, 1984). Regression analyses revealed that preschool students' locomotor ability accounted for 21 % (p = .007) of the variance associated with school-day physical activity. The findings support an association between participants' ability to locomote and be physically active. The findings warrant future investigations to examine the relationship between locomotor skills and physical activity behaviors.  相似文献   

The Isle Royale Wolf-Moose Project (1958-present) and the wonder of long-term ecological research     

Nelson MP  Vucetich JA  Peterson RO  Vucetich LM 《Endeavour》2011,35(1):31-39

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Enhancing achievement motivation and performance in college students: An attributional retraining perspective     

Raymond P. Perry  Frank J. Hechter  Verena H. Menec  Leah E. Weinberg 《Research in higher education》1993,34(6):687-723

Academic performance in higher education ultimately involves a complex interplay of student attributes and the educational environment. Although instruction is regarded as the major environmental factor affecting scholastic success, other factors can become more important when teaching does not produce the desired results. Attributional retraining is one alternative that shows considerable promise for enhancing students' motivation and achievement striving by changing how students think about their successes and failures. This paper reviews attributional retraining studies published since 1985 having a higher education focus. Their conceptual and methodological strengths and weaknesses are discussed in relation to Weiner's attribution theory. Within this context, attributional retraining is presented as a potentially viable and important intervention for improving college students' academic development, especially those students deemed to be at risk. In particular, attributional retraining is considered as an adjunct to, and possible aspect of, effective teaching.Support for this research was provided to Raymond P. Perry by Franz E. Weinert, Max Planck Institute, Munich, and by the Social Sciences and Humanities Research Council of Canada (#410-91-1296). The junior authors contributed equally to the article and are listed alphabetically.  相似文献   

Information literacy skills and training of licensed practical nurses in Alberta,Canada: results of a survey          下载免费PDF全文

Kelley Wadson  Leah Adeline Phillips 《Health information and libraries journal》2018,35(2):141-159

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Three ways     

Leah Sherman 《Communication quarterly》2013,61(1)

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