Difficult‐to‐manage Students: a survey of children who fail to respond to student discipline strategies in government schools     

Murray Oswald 《Educational studies》1995,21(2):265-276

Previous studies of discipline problems in junior primary and primary schools have indicated that the majority of behaviour management problems both inside and outside classrooms can be attributed to relatively small numbers of children who persist in difficult‐to‐manage behaviour. This study explored particular aspects of these children's behavioural characteristics, as reported from the results of a survey of principals from the majority of junior primary and primary schools in South Australia. The data summarised propose a tentative profile of these difficult‐to‐manage children, together with findings concerning the impact their behaviours have on the school staff. Suggestions are offered for more effectively meeting the demands and needs of these children.  相似文献   

Factors associated with nurses' intention to report child abuse: a national survey of Taiwanese nurses     

Feng JY  Levine M 《Child abuse & neglect》2005,29(7):783-795

OBJECTIVE: The objectives were to determine the experiences of Taiwanese nurses with a new child abuse reporting law and to assess attitudinal correlates of nurses' intention to report. METHOD: A stratified quota sampling technique was used to select registered nurses working in pediatric, psychiatric and emergency care units in Taiwan. A total of 1400 (return rate 88%) questionnaires from 1617 nurses were used. The questionnaire includes demographic information, attitudes toward and knowledge of child abuse and reporting laws, and eight vignettes of child abuse. RESULTS:Most nurses (86%) said they had never reported a child abuse case; 21% said they had failed to report a suspected case of child abuse. Most (80%) had never had any child abuse education. About 75% felt their nursing education and in-service training was inadequate or absent. Most had an inadequate knowledge of the reporting law (mean score: 60% correct). Nurses only answered 17-43% of the law-related questions correctly. The majority accepted the professional responsibility to report. There were some differences among pediatric, psychiatric and emergency care nurses. In general, these Taiwanese nurses had negative attitudes toward corporal punishment and toward parents who abuse their children. The study also identified a variety of attitudes related to intention to report relevant to the Theory of Planned Behavior. CONCLUSIONS:Nurses accept responsibility for reporting but they believe their professional preparation for reporting is inadequate. There is a strong need for in-service and pre-service education about child abuse among nurses in Taiwan.  相似文献   

Motivational specificity of the signal value of odor cues     

Stephen F. Davis  Robert E. Prytula  Mary Jo Noble  Mary Nell Mollenhour 《Learning & behavior》1976,4(4):407-410

The performance of the laboratory rat in the enclosed maze apparatus is profoundly influenced by subject-generated cues that seem to be olfactory. The present experiment investigated the specificity of these cues. Odor cues produced by odor-donor rats placed in the startbox were ineffective determinants of the behavior of runway-trained rats when the deprivation states of these two groups differed. However, when the deprivation states of these two groups coincided, the odor cues produced by the odor-donor rats became effective determinants of performance. Thus, it would appear that even though odor cues are influential in determining the runway performance of the rat subject, their effectiveness may well be drive-state dependent.  相似文献   

First-time mothers' selection of infant supine sleep positioning          下载免费PDF全文

Goetter MC  Stepans MB 《The Journal of perinatal education》2005,14(4):16-23

The incidence of Sudden Infant Death Syndrome (SIDS) has decreased dramatically since the inception of the "Back to Sleep" campaign initiated by the American Academy of Pediatrics in 1992. However, that decrease has leveled off and many new parents cease to follow the recommendation to place their infants in the supine position for sleep between 1 and 3 months of age, the peak age for the incidence of SIDS. Shortened hospital stays for new mothers and the overwhelming amount of required patient teaching dictate the need to find the best method of instruction. The purpose of this study was to determine if a one-on-one teaching intervention improved the effectiveness of patient education and led to an increase in the desired behavior of placing the infant to sleep in the supine position. A quantitative experimental approach was used to examine the difference in compliance of supine infant positioning. Participants were drawn from a convenience sample of 61 primiparous women between the ages of 18 and 35 years with random assignment to either the experimental or control group. Compared to mothers in the control group, mothers in the experimental group demonstrated greater compliance in selecting supine sleep position in the first week home from the hospital and on the day of follow-up 6 weeks later. However, no difference in "usual position" was reported at 6 weeks and for the night previous to follow-up.  相似文献   

In response to David Greenwood’s ‘Place mobility and faculty life: mindfulness through change’ through the lens of science teacher education programs     

Mary K. Nyaema 《Cultural Studies of Science Education》2017,12(2):513-519

In writing this review, I draw on the experience of David Greenwood (Cult Stud Sci Educ 10:5–16, 2015) whose ethnographic study sheds light on his growth as a faculty member who has taught in various settings that are quite different from the culture that he grew up with. I extend his thoughts on ecological mindfulness to encompass a culturally aware method of teaching based on place sensitized more to the needs of science teacher preparation programs. The methods used in writing the review included literature searches for articles that incorporate ecological mindfulness and culturally responsive teaching in science teacher preparation programs and reflected ideas voiced in Greenwood’s article. Although he seems that he is primarily addressing other faculty members, his experiences can be used as lifelong lessons for preservice teachers entering a primarily homogeneous workforce expected to teach an increasingly diverse student population. His humor, use of Haiku, poetry and mindfulness as a way of becoming one with a culture that he is not accustomed has many lessons that prove useful in training more culturally responsive teachers. In light of an increasingly diverse US student population versus a stagnantly homogeneous teaching workforce, his reflective practice will prove useful to teachers who are expected to teach students with cultures different from their own.  相似文献   

The Teacher Research Update Experience: Perceptions of Practicing Science, Mathematics, and Technology Teachers     

Marianne B. Barnes  Emilia M. Hodge  Melinda Parker  Mary Jo Koroly 《Journal of Science Teacher Education》2006,17(3):243-264

The purpose of this study was to examine how the practicing science and mathematics teachers participating in the University of Florida's Teacher Research Update Experience (TRUE) perceived their experiences in Summer 2000. We conducted in-depth interviews and collected data from survey questionnaires and addressed research in the following areas: How do participants perceive their experiences during the 7-week program designed to enhance science, mathematics, and technology knowledge and skills? How have these experiences contributed to their professional and personal growth and development, and how will they influence teaching and student learning? Findings from interviews provided insights into the thoughts, motivations, and, in some cases, insecurities of these adult learners. Follow-up studies are indicated on long-term impact of immersion professional development programs.  相似文献   

Alterations in the memory code for temporal events induced by differential outcome expectancies in pigeons     

Mary Jo Ducharme  Angelo Santi 《Learning & behavior》1993,21(1):73-81

The effect of differential outcome expectancies on memory for temporal and nontemporal information was examined. Pigeons were trained to match short (2-sec) and long (8-sec) sample durations to red and green comparison stimuli, and vertical and horizontal lines to vertical and horizontal comparison stimuli. In Experiment 1, one differential outcome (DO) group received food for correct choices on short-sample trials, whereas another received food for correct choices on long-sample trials. On line-orientation trials, half of each DO group received food for correct responses following vertical samples, whereas the other half received food for correct responses following horizontal samples. Overall retention was greater in the DO groups than in a nondifferential (NDO) group that received either food or no food for correct responses on a random half of all trials. Furthermore, although the NDO group displayed a choose-short bias for temporal samples, both DO groups displayed equivalent biases to select the comparison stimulus associated with food. In Experiment 2, differential outcome expectancies were extinguished off-baseline. Subsequently, in the first nondifferential outcome test session, the. DO groups performed less, accurately than the NDO group. These findings indicate that temporal samples are not retrospectively and analogically coded when they are differentially associated with food and no food. Instead, they are remembered in terms of the corresponding outcome expectancies.  相似文献   

Examining the Effectiveness of a Professional Development Program: Integration of Educational Robotics into Science and Mathematics Curricula     

You  Hye Sun  Chacko  Sonia Mary  Kapila  Vikram 《Journal of Science Education and Technology》2021,30(4):567-581

Journal of Science Education and Technology - This study describes a professional development (PD) program designed to support middle school teachers in effectively integrating robotics in science...  相似文献   

Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth,Reading Comprehension,and Argumentative Writing: a Conceptual Replication     

Kim  James S.  Relyea  Jackie Eunjung  Burkhauser  Mary A.  Scherer  Ethan  Rich  Patrick 《Educational Psychology Review》2021,33(4):1935-1964

Educational Psychology Review - This experimental study aimed to replicate and extend a previous efficacy study of an elementary grade content literacy intervention that demonstrated positive...  相似文献   

When You’re with Me,I’m Learning: a Duoethnography of Teacher Educators’ Identities in Relation to Observing Preservice Teachers’ Emergent Mathematics Instruction     

Lloyd  Gwendolyn M.  de Carle  Andrea  Coon-Kitt  Mary Jayne 《International Journal of Science and Mathematics Education》2021,19(1):77-98

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