Finding,Serving, and Housing the Homeless: Using Collaborative Research to Prepare Social Work Students for Research and Practice     

Shannon R. Lane  Jennifer McClendon  Natalie Matthews 《Journal of Teaching in Social Work》2017,37(3):292-306

Social work plays a key role in engaging with clients and communities directly affected by housing insecurity and homelessness, and advocating for the right to safe and affordable housing. This article describes methodologies of the Point-in-Time Count and Homeless Management Information Systems and proposes strategies for integrating additional content around homelessness into the social work curriculum in research courses and beyond. This integration can meet student needs regarding experiential research, as well as agency and community needs for effective collection and use of data. A case example and proposed best practices describe opportunities for university–community collaborations in homelessness research.  相似文献   

III. ATTACHMENT AND EMOTIONAL DEVELOPMENT IN INSTITUTIONAL CARE: CHARACTERISTICS AND CATCH UP     

Marian J. Bakermans‐Kranenburg  Howard Steele  Charles H. Zeanah  Rifkat J. Muhamedrahimov  Panayiota Vorria  Natasha A. Dobrova‐Krol  Miriam Steele  Marinus H. van IJzendoorn  Femmie Juffer  Megan R. Gunnar 《Monographs of the Society for Research in Child Development》2011,76(4):62-91

Attachment has been assessed in the extreme environment of orphanages, but an important issue to be addressed in this chapter is whether in addition to standard assessment procedures, such as the Strange Situation, the lack of a specific attachment in some institutionalized children should be taken into account given the limits to the development of stable relationships in institutionalized care. In addition, this chapter discusses disinhibited or indiscriminately friendly behavior that is often seen in institutionalized children. Enhanced caregiving quality alone appears to be insufficient to diminish indiscriminate behavior, at least in some children, as evidenced by the persistence of indiscriminate behavior in children adopted out of institutions into adoptive families. We suggest that the etiology and function of indiscriminate, “friendly” behavior may be different for institutionalized versus not‐institutionalized children. In the first case it may reflect a distortion or disruption of early attachment relationships; in the latter case it is likely to result from the lack of expected input in the form of contingent interactions with a stable caregiver in early life. We try to delineate infant and caregiver characteristics that are associated with secure attachment in institutional settings, given the inevitable fact that large numbers of infants worldwide are being raised, and will be raised, in contexts of institutional care. We conclude that much further study is needed of the development of children's attachments following adoption out of an institutional setting.  相似文献   

Location, location, location: development of spatiotemporal sequence learning in infancy     

Kirkham NZ  Slemmer JA  Richardson DC  Johnson SP 《Child development》2007,78(5):1559-1571

We investigated infants' sensitivity to spatiotemporal structure. In Experiment 1, circles appeared in a statistically defined spatial pattern. At test 11-month-olds, but not 8-month-olds, looked longer at a novel spatial sequence. Experiment 2 presented different color/shape stimuli, but only the location sequence was violated during test; 8-month-olds preferred the novel spatial structure, but 5-month-olds did not. In Experiment 3, the locations but not color/shape pairings were constant at test; 5-month-olds showed a novelty preference. Experiment 4 examined "online learning": We recorded eye movements of 8-month-olds watching a spatiotemporal sequence. Saccade latencies to predictable locations decreased. We argue that temporal order statistics involving informative spatial relations become available to infants during the first year after birth, assisted by multiple cues.  相似文献   

Parental interactions with Latino infants: variation by country of origin and English proficiency   总被引：2，自引：0，他引：2  

Cabrera NJ  Shannon JD  West J  Brooks-Gunn J 《Child development》2006,77(5):1190-1207

This study examined variation in mother-infant interactions, father engagement, and infant cognition as a function of country of origin, socioeconomic status, and English language proficiency in a national sample of Latino infants (age 9 months) born in the United States and living with both biological parents (N=1,099). Differences between Mexican-American infants, who had lower mother-infant interaction scores and less father physical play than did the other Latino infants, were associated with differences in acculturation (both parents' English proficiency). Indicators of acculturation and paternal reports of happiness with partner were associated with paternal engagement. Indicators of acculturation were also related to mother-infant interactions. Infant cognitive scores were associated with maternal interaction but not father engagement, and maternal but not paternal mental health.  相似文献   

Monitoring child abuse and neglect at a population level: patterns of hospital admissions for maltreatment and assault     

O'Donnell M  Nassar N  Leonard H  Mathews R  Patterson Y  Stanley F 《Child abuse & neglect》2010,34(11):823-832

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Validity in teachers’ summative assessments     

Paul Black  Christine Harrison  Jeremy Hodgen  Bethan Marshall  Natasha Serret 《Assessment in Education: Principles, Policy & Practice》2010,17(2):215-232

This paper describes some of the findings of a project which set out to explore and develop teachers’ understanding and practices in their summative assessments. The focus was on those summative assessments that are used on a regular basis within schools for guiding the progress of pupils and for internal accountability. The project combined both intervention and research elements. The intervention aimed both to explore how teachers might improve those practices in the light of their re‐examination of their validity, and to engage them in moderation exercises within and between schools to audit examples of students’ work and to discuss their appraisals of these examples. This paper reports findings, arising from this work, of the research that aimed to study how teachers understand validity, and how they formulate their classroom assessment practices in the light of that understanding. The paper also considers how that understanding might be challenged and developed. It was found that teachers’ attention to validity issues had been undermined by the external test regimes, but that teachers could re‐address these issues by reflection on their values and by engagement in a shared development of portfolio assessments.  相似文献   

Working with violence and confrontation using solution focused approaches: creative practice with children,young people and adults     

Natasha Ellis 《Educational Psychology in Practice》2017,33(3):338-339

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Student Agency: an Analysis of Students’ Networked Relations Across the Informal and Formal Learning Domains     

Natasha Anne Rappa  Kok-Sing Tang 《Research in Science Education》2017,47(3):673-684

Agency is a construct facilitating our examination of when and how young people extend their own learning across contexts. However, little is known about the role played by adolescent learners’ sense of agency. This paper reports two cases of students’ agentively employing and developing science literacy practices—one in Singapore and the other in the USA. The paper illustrates how these two adolescent learners in different ways creatively accessed, navigated and integrated in-school and out-of-school discourses to support and nurture their learning of physics. Data were gleaned from students’ work and interviews with students participating in a physics curricular programme in which they made linkages between their chosen out-of-school texts and several physics concepts learnt in school. The students’ agentive moves were identified by means of situational mapping, which involved a relational analysis of the students’ chosen artefacts and discourses across time and space. This relational analysis enabled us to address questions of student agency—how it can be effected, realised, construed and examined. It highlights possible ways to intervene in these networked relations to facilitate adolescents’ agentive moves in their learning endeavours.  相似文献   

Testing social learning in a wild mountain parrot,the kea (<Emphasis Type="Italic">Nestor notabilis</Emphasis>)     

Gajdon GK  Fijn N  Huber L 《Learning & behavior》2004,32(1):62-71

Huber, Taborsky, and Rechberger (2001) reported an experiment in which the efficiency with which captive keas opened a complex food container was increased by observation of a skilled conspecific. However, only testing social learning in free-ranging animals can demonstrate social learning in natural conditions. For that purpose, a tube-lifting paradigm was developed and tested on keas both in captivity and in Mount Cook National Park, New Zealand. The task was to remove a tube from an upright pole in order to gain access to a reward inside the tube. The top of the pole was higher than a standing kea, so that, to remove the tube, an individual had to simultaneously climb onto the pole and manipulate the tube up the pole with its bill. Because only 1 naive bird managed to remove a tube twice in 25 halfhour sessions and disappeared after success, another bird was trained to solve the task and to provide demonstrations for others. Even under such conditions, only 2 of at least 15 birds learned to remove the tube in 28 sessions. There was no indication that observer birds’ use of bill and feet when exploring the tube changed as the number of observations of tube removal increased in a way that would, in principle, increase the likelihood of tube removal. The results suggest a dissociation of social learning potential as assessed in laboratory animals, and social transmission of foraging techniques in natural populations.  相似文献   

Found Things: Genre,Narrative, and Identification in a Networked Activist Organization     

Natasha N. Jones 《Technical Communication Quarterly》2016,25(4):298-318

This article examines the inter-relational role of genre and narrative in a social justice organization. Employing an interdisciplinary approach, this test presents a process-centered approach using genre ecology modeling and narrative maps. This approach can help scholars understand how genre and narrative dialectically promote collaboration and coordination while simultaneously promoting the process of consubstantiality and rhetorical identification in networked organizations.  相似文献