Why children tell: a model of children's disclosure of sexual abuse     

Goodman-Brown TB  Edelstein RS  Goodman GS  Jones DP  Gordon DS 《Child abuse & neglect》2003,27(5):525-540

OBJECTIVE: The present study investigated variables associated with delay of disclosure of child sexual abuse and tested a model of time to disclosure. METHOD: Data were obtained for 218 alleged child sexual abuse victims whose cases had been referred to District Attorneys' Offices. Five variables were posited to influence the delay between an abusive event and children's disclosure of that event to a reporting adult: child's age, gender, type of abuse experienced (intrafamilial or extrafamilial), perceived responsibility for the abuse, and fear of negative consequences of disclosure. These variables were used to create a model of factors influencing children's disclosure of sexual abuse. RESULTS: Results indicated that age, type of abuse, fear of negative consequences, and perceived responsibility all contributed to predicting time to disclosure. There was significant support for the model, suggesting that children who were older, came from incestuous families, felt greater responsibility for the abuse, and feared negative consequences of disclosure took longer to disclose. CONCLUSIONS: Children's cognitive appraisal of others' tolerance of disclosure of child sexual abuse, and their own perceptions of responsibility for the abuse, are crucial to the decision to disclose. When evaluating children for possible sexual abuse, developmental, cognitive, and socio-emotional factors need to be taken into consideration.  相似文献   

Effects of active‐learning experiences on achievement,attitudes, and behaviors in high school biology     

Roman Taraban  Cathy Box  Russell Myers  Robin Pollard  Craig W. Bowen 《科学教学研究杂志》2007,44(7):960-979

Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007  相似文献   

Denominational schools and public schooling     

Robin Barrow 《Interchange》1993,24(3):225-232

The author argues that the critical question in determining whether denominational schools should receive public funding is: Does the school provide an education in accordance with publicly accepted criteria for that concept and in accordance with the dominant values in society? A public system of schooling has itsraison d'être in the need to provide a common understanding. This is not incompatible with acceptance of private schools, nor, despiteprima facie oddity, is there anything incoherent about the idea of providing state funding for private schools. So far as denominational schools go, therefore, the conclusion is that they are deserving of state support provided that they do not promote values and beliefs antithetical to the larger community, and, specifically, that they do not engage in the anti-educational practice of indoctrination.  相似文献   

The moderating effects of emotions on cognitive skills     

Mark Loon  Robin Bell 《Journal of Further & Higher Education》2018,42(5):694-707

An important challenge in higher education today is the growing tutor–student ratio that diminishes the ‘human touch’. As learning and teaching ultimately form an interpersonal process, this will lead to student discontent and impact on their learning. Whilst there is little that teaching practitioners can do in terms of the growing student numbers they have to tutor, they may however influence student learning by enhancing their positive emotions. This study examines the importance of emotions in improving cognitive skills and how they interact with knowledge and reflection. This research contributes to theory by examining the role of emotions as a moderating factor in the learning process. Our findings reveal that emotions moderate the direct relationship between knowledge and cognitive skills, and the indirect relationship between knowledge and cognitive skills via reflection. The findings demonstrate the critical role that emotions play in student learning. Implications for theory and practice are discussed.  相似文献   

Call for papers     

Corinne M. Kindzierski  Robin O'Dell  Michele A. Marable  Sharon L. Raimondi 《Emotional and Behavioural Difficulties》2013,18(2):179-180

This study was designed to reveal the knowledge and skill sets that practicing day treatment and residential treatment EBD teachers view as important, and/or lacking, in novice EBD teachers, and to situate those findings within the larger contexts of teacher attrition and teacher preparation in special education. Primary results suggest that EBD teachers in day treatment and residential treatment centres believe knowledge of and implementation of best practices to be one of the most important prerequisites for effective practice in the EBD classroom, and one of the prerequisites most lacking by novice teachers. EBD teachers also indicated that knowledge of and appropriate use of behaviour management techniques was essential for effective practice, and also was reported to be lacking in novice teachers. In addition, EBD teachers reported a number of areas in which their teacher preparation programmes were perceived as lacking depth. Finally, certain personality attributes were identified as essential prerequisites for effective practice in the EBD classroom. Results are useful for teacher educators, teacher coaches, and school administrators.  相似文献   

Advertising     

Francesco M. Nicosia  W.A. Evans  Robin Wright 《Communication Booknotes Quarterly》2013,44(2):16-17

Francesco M. Nicosia (ed.) Advertising, Management, and Society: A Business Point of View (New York: McGraw-Hill, 1974—available in hardback and paper but prices not given)

W.A. Evans' Advertising Today and Tomorrow (London: Allen & Unwin, 1974—about $15.00)

Robin Wright's The Day the Pigs Refused to Be Driven to Market: Advertising and the Counter Revolution (New York: Random House, 1974—$7.95)  相似文献   

Early entrance to college: A parent's perspective     

Robin Shy 《Roeper Review》2013,35(3):A3-A4

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Feel the Quality     

Robin Hodgkin 《牛津教育评论》2013,39(1):131-132

abstract

Learning through conversation constitutes a simple form of pedagogy which has received a great deal of rhetorical but little serious attention, certainly with regard to children of school age. This paper first examines research on preschool children conversing with their parents or carers which serves to highlight the vital role of dialogue in early intellectual development; conversational learning also appears to be crucial for the success of programmes designed to accelerate early learning. Conversational learning is necessarily curtailed when children start school. Nevertheless, a number of indicators have recently emerged which suggest that conversational learning loses little, if any, of its potency as children grow older. These include studies in which researchers talk to individual children in the classroom, experimental studies of adult‐guided learning and the experience of parents who educate their children at home. Peer‐tutoring and cooperative learning are considered.  相似文献   

Teaching religion,teaching truth: theoretical and empirical perspectives     

Robin Richardson 《British Journal of Religious Education》2013,35(3):354-356

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I. WHY INVESTIGATE MNEMONIC SELF‐REFERENCE EFFECTS IN PRESCHOOLERS?     

Josephine Ross  James R. Anderson  Robin N. Campbell 《Monographs of the Society for Research in Child Development》2011,76(3):1-16

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