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71.
Objective
This study described the epidemiology of child abuse homicides in the state of Kansas from 1994 to 2007. It focused on obtaining significant details on all recorded child abuse homicides in Kansas during this time frame to provide critical information that can be used for future preventive measures.Methods
A retrospective case review was conducted on data gathered by the Kansas State Child Death Review Board for all cases of “child abuse homicides” that occurred from 1994 to 2007.Results
A total of 170 child abuse homicide cases in Kansas between 1994 and 2007 were identified. The majority of these cases (63.5%) were considered fatal child physical abuse. There was a predominance of female victims (55.9%). The vast majority of victims were White (78.8%), followed by Black (17.1%). One to 2-year-olds accounted for the largest age group of children who were victimized (33.5%). For cases with known prenatal care status, 74% of mothers received adequate prenatal care. The largest percentage of victims was children of single mothers (40.6%), with no prior history of child abuse (60%). The majority of deaths occurred in the victim's residence (81.8%). The greatest number of deaths occurred secondary to abusive head trauma (42.9%), followed by asphyxia (21.8%). When a trigger was known, 44.2% involved inconsolable crying. The most common perpetrator was the victim's biological father (26.6%), followed by the victim's biological mother (24.9%), then the victim's mother's male paramour (19.8%).Conclusions
Familiarity with characteristics involved in child abuse homicide allows for opportunities to enlist important preventive measures. Most child abuse homicides occurred at the hands of the victim's biological parents and in the victim's own residence. Prevention should be focused on parent education and coping mechanisms for the frustrating features of crying in normal infants that lead to shaking or abuse. 相似文献72.
Learning to systematically analyze the relationship between teaching and student learning is an important but difficult skill to engender in teachers. In this study, we examine how pre-service teachers who were introduced to a framework for analyzing teaching in a video-based teacher education course drew on this tool to analyze their own practice after the conclusion of the course. We conceptualize the framework as a conceptual tool that scaffolds pre-service teachers to learn to attend to particular dimensions of teaching and learning and to analyze how their teaching influences student learning. Using the Portfolio Assessment for California Teachers-Teaching Event of 14 English language arts pre-service teachers, we conducted a qualitative analysis to examine the extent to which they applied this framework to analyze their own practice after the conclusion of the course, as well as different strategies they adopted as they analyzed their teaching practice. Findings suggest that pre-service teachers made progress in using the framework to study their teaching, but development of sub-skills for all four facets are needed to develop more productive analyses of teaching and student learning. This study has important implications for the design of teacher education that intends to support pre-service teachers in developing tools for learning to learn from their teaching practice. 相似文献
73.
Lien Pham 《Globalisation, Societies & Education》2013,11(1):39-60
Drawing on the findings from in-depth interviews with Vietnamese international students studying at Australian universities, this article presents insights into the sociological influences that stem from international students' social networks, at home and abroad, and how they impact on students' aspirations and engagement in international education. Underpinned by Bourdieu's social capital framework, this article critically challenges human capital ideology for its assumptions of individualism and utilitarian function of education as economic goals. The implication for international education providers is to create learning and living opportunities that consider students' social and cultural conditions so as to develop their capacity, self-determination and citizenship. 相似文献
74.
Huy Phuong Phan 《教育心理学》2012,32(1):81-105
As a cognitive-motivational construct, self-efficacy has been researched extensively and has involved two important lines of inquiries, namely the impact of sources of information on self-efficacy and the predictive effect of self-efficacy on learning outcomes. We proposed and tested the relations between the four major sources of information (enactive performance accomplishments, vicarious experiences, verbal persuasion and emotional and physiological states), self-efficacy and academic achievement for mathematics and science within one conceptual model. Our model was tested with the conjunctive use of longitudinal data and latent growth curve modelling (LGM) procedures. Two hundred and fifty-two (110 girls, 142 boys) upper elementary school children from three government schools participated in this longitudinal study. Likert-scale inventories were administered over four occasions within a one-year period. We measured the four sources of information at T 1, whereas self-efficacy for mathematics and science was measured at T 2–T 4, and academic achievement was measured at T 4 only. SPSS AMOS v18 was used to test a number of a priori multivariate growth curve models. LGM analyses provided moderate evidence in support of our conceptual model, noting different patterns of trajectories for both mathematics and science. 相似文献
75.
Bing Hiong Ngu Huy P. Phan Alexander Seeshing Yeung Siu Fung Chung 《Educational Psychology Review》2018,30(1):255-272
Between two popular teaching methods (i.e., balance method vs. inverse method) for equation solving, the main difference occurs at the operational line (e.g., +2 on both sides vs. ?2 becomes +2), whereby it alters the state of the equation and yet maintains its equality. Element interactivity occurs on both sides of the equation in the balance method, but only on one side in the case of the inverse method. Thus, the balance method imposes twice as many interacting elements as the inverse method for each operational line. In two experiments, secondary students were randomly assigned to either the balance method or the inverse method to learn how to solve one-step, two-step, and three-or-more-step linear equations. Test results indicated that the interaction between method and type of equation favored the inverse method for equations involving higher element interactivity. Hence, by managing element interactivity, the efficiency of instruction for equation solving can be improved. 相似文献
76.
Vincent N. Pham 《Quarterly Journal of Speech》2013,99(4):489-494
In seeking an alternative to objectivity in criticism we often characterize the critical experience as something produced by the critic's mind. Such an assumption causes us to embrace the very metaphysics that justifies objectivity in the first place. We can escape the dilemma by recognizing the role of appreciation in some criticism. The appreciative critic cares for what‐is‐as‐it‐is and so is open to the disclosures of sensual(aesthetic) revelation. 相似文献
77.
Huy Phuong Phan 《教育心理学》2010,30(5):547-564
This study used latent growth modelling (LGM) to explore the developmental course and longitudinal relationships between achievement goals (mastery and performance‐approach) and academic performance over a three‐year period (four time‐points of data collection). Three hundred and fifty‐two university students (152 women, 200 men) who first enrolled in 2006 took part in this study. Likert‐scale inventories were used to elicit relevant data from students. Academic performance was collated from students' course and final exam marks in two different undergraduate courses. LISREL 8.72 and SPSS 17 were used to test and evaluate the conceptual model proposed. Causal modelling analyses indicated the temporally displaced effects of mastery and performance‐approach goals on academic performance. The results indicated that individuals' mastery goals increased over time, whereas there was no increase in growth change with performance‐approach goals. Causal modelling also indicated: (1) performance‐approach goals → academic performance → mastery goals relationship and (2) mastery goals → academic performance → mastery goals relationship. Finally, the use of LGM provided a clearer perspective concerning the developmental trajectories of mastery goals over time. 相似文献
78.
社会知识转移的推进策略研究——以社会关系为视角 总被引：1，自引：0，他引：1
从社会关系角度研究如何采取合适的知识转移策略推动全社会的知识转移重要而迫切.论文从此角度出发总结出社会知识转移的五大推进策略,分别为营造和谐、友善的社会环境氛围;充分利用现代信息技术推动知识转移;选择合适的知识转移方法,提高知识转移的能力;建立社会成员间稳固的信任关系以及建立知识转移的激励机制. 相似文献
79.
Thanh Pham Michael Tomlinson Chris Thompson 《Globalisation, Societies & Education》2019,17(3):394-405
This study deployed a qualitative approach to explore an alternative perspective regarding graduate migrants’ employability. Twenty graduate migrants in Australia participated in in-depth interviews. Findings revealed graduate migrants faced various challenges in the target labour market, and to successfully secure employment it was important for them to develop key forms of capital – i.e., excellent technical knowledge, relationships with ‘significant others’, strong career identity and psychological resilience, and exercise agency in interlinking these capitals so that they could make use of their strengths and coat weaknesses. Results from the study imply that managing, teaching, and professional staff members should collaborate closely to develop well-rounded programmes to sufficiently equip international students with multidimensional resources. 相似文献
80.
International students’ connectedness with their peers, institutions and the broader community significantly affects their learning and wellbeing. It is important to understand their multiple desires for intercultural connectedness in order to nurture it. This paper analyses the motives and nature of international students’ intercultural connectedness. It is based on a study that includes more than 150 interviews and fieldwork with international students and staff from 25 vocational education colleges in Australia. Drawing on Blumer’s symbolic interactionism theory as a conceptual framework, the study found international students’ motivation to engage in intercultural connectedness is linked to not only their desire for respect and recognition for intellectual, cultural and linguistic capacities and diversities but also for employment aspirations. The research shows various dimensions in which intercultural engagement is seen to encompass not only empathy, sociability and equity but also employability. The findings suggest meaningful interaction is essentially bound to reciprocal learning. 相似文献