Childhood Maltreatment and Early Developmental Vulnerabilities at Age 5 Years          下载免费PDF全文

Melissa J. Green  Stacy Tzoumakis  Brooke McIntyre  Maina Kariuki  Kristin R. Laurens  Kimberlie Dean  Marilyn Chilvers  Felicity Harris  Merran Butler  Sally A. Brinkman  Vaughan J. Carr 《Child development》2018,89(5):1599-1612

This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children (M_age = 5.62 years, SD = .37) drawn from the Australian state of New South Wales, using linked administrative data for the children and their parents (collected 2001–2009). Associations were estimated between (a) any maltreatment, (b) the number of maltreatment types, and (c) the timing of first reported maltreatment and vulnerability and risk status on multiple developmental domains (i.e., physical, social, emotional, cognitive, and communication). Pervasive associations were revealed between maltreatment and all developmental domains; children exposed to two or more maltreatment types, and with first maltreatment reported after 3 years of age, showed greater likelihood of vulnerability on multiple domains, relative to nonmaltreated children.  相似文献   

Variables in Eliciting Writing Samples     

Mary Ross Moran  Brenda Smith Myles  Marilyn S. Shank 《Educational Measurement》1991,10(3):23-26

What is the impact on students' writing samples of such factors as prompt features, prewriting activities, time limits, and examiner practices? How can these variables be systematically reported?  相似文献   

Abandonment: The new realism of the eighties     

Marilyn Fain Apseloff 《Children‘s Literature in Education》1992,23(2):101-106

She is the author ofThey Wrote for Children Too (Greenwood Press, 1989),Elizabeth George Speare (Twayne, 1992), and has co-authoredNonsense Literature for Children (Library Professional Publications, 1989) with Celia Catlett Anderson.  相似文献   

Apples of gold: A small and lasting gift     

Marilyn Moore Jensen 《Publishing Research Quarterly》1987,3(1):54-55

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Stieg Mellin-Olsen     

Celia Hoyles  Marilyn Nickson 《Educational Studies in Mathematics》1995,28(4):335-336

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Thingking outside of the box, getting to the front of the boat: New ways to look at old business     

Marilyn Allen 《Publishing Research Quarterly》2001,17(2):30-33

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The Image of the Indian in American Drama During the Jacksonian Era, 1829-1845     

Marilyn J. Anderson 《Journal of American culture (Malden, Mass. : 2003)》1978,1(4):800-810

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Cultural values at the individual level and the malleability of ways of knowing     

Marlene Schommer-Aikins  Marilyn Easter 《教育心理学》2014,34(2):171-184

This research tested the relationship between individuals cultural values and the malleability in their ways of knowing in two social contexts. Two hundred and ninety-two college students majoring in either business or social sciences initially received two priming conditions (two weeks apart) where they reflected on either their in-group or their out-group. Then, their adherences to ways of knowing: separate knowing (SK, being a devil’s advocate) and connected knowing (CK, being perspective taker) and cultural values: collectivist-horizontal, collectivist-vertical, individualist-horizontal and individualist-vertical were assessed. Analyses revealed a priming condition X ways of knowing X cultural values interaction. When students had their in-group in mind, their CK score was significantly higher than their SK score in all cultural categories. When students had their out-group in mind, their CK scores decreased to comparable levels of their SK score in all cultural values except horizontal-collectivist. Students with a dominant collectivist-horizontal values maintained higher CK scores compared with their SK scores in the out-group condition. Implications for perspective-taking and critical thinking are discussed.  相似文献   

Conscientious Consumerism Project in an Undergraduate Quality Management Class     

Marilyn M. Helms 《Decision Sciences Journal of Innovative Education》2014,12(1):21-31

This article describes a “conscientious consumerism” project that involves the student as the consumer to either commend or complain to a company about a recent product or service experience. This activity and presentation helps students develop an understanding of the commendation/complaint management process within organizations while adding realism with the student as the customer. Students initiate communication with an organization and maintain a timeline of all contacts, calls, e‐mails, letters, and visits to the company as they work to resolve or report their issue. The project begins early in the semester and concludes with a final registered, certified letter to the company CEO where students summarize the class project and praise processes or recommend any needed changes. When the project is presented, students learn how organizations manage and process customer feedback and complaints. Students have insightful comparisons of the implementation and execution of such processes within organizations. The project contributes to student learning and understanding of numerous key objectives of quality management including: how quality is managed in organizations, the strategic focus customer feedback can play in organizations, process management, voice of the customer, and benchmarking best compliment/complaint management practices.  相似文献   

Student perceptions of the classroom environment: Relations to motivation and achievement in mathematics     

Melissa C. Gilbert  Lauren E. Musu-Gillette  Michael E. Woolley  Stuart A. Karabenick  Marilyn E. Strutchens  W. Gary Martin 《Learning Environments Research》2014,17(2):287-304

This study examined the relationship of 979 middle school students’ perceptions of their mathematics classroom environment to their motivation and achievement. Structural equation modeling indicated that motivational variables (utility, personal achievement goals, efficacy) mediated the influence of perceived teacher expectations, teacher support and use of reform practices on mathematics standardised test scores. Our study provides empirical evidence that students’ perceptions that their teachers believe that they are capable of learning and understanding mathematics positively relate to their Mastery and Performance Goal orientations and mathematics Utility. Further, we found an interaction between students’ perceptions of the frequency of reform practice use in their mathematics classroom and mathematics efficacy. For students with lower mathematics efficacy, their perceptions of more frequent use of reform practices in their mathematics class related to higher standardised test performance. For students with higher mathematics efficacy, perceived use of reform practices did not significantly relate to standardised test performance. These data suggest that frequent exposure to reform practices is especially critical for students who judge themselves as being less capable in mathematics and who are lower performers. This finding differs from prior research that has suggested that reform practice use benefits higher achievers but not lower achievers. An important implication of our study is the need for coordinated, ongoing professional development that highlights reform pedagogy and beliefs while also focusing on student motivation theories and strategies.  相似文献