Children become authors     

Sandra Anselmo 《Early Childhood Education Journal》1982,9(3):45-46

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Exploring Neuroscience: A Guide for Getting Started     

Sandra Twardosz 《Early education and development》2007,18(2):171-182

Neuroscience becomes more relevant for disciplines pertaining to children's development and education with each passing year. Thus, there is an urgent need for scholars and practitioners in these disciplines to educate themselves about the structure, function, and development of the brain, and to explore the neuroscience literature connected with their areas of professional expertise. A detailed rationale, study strategies, and resources for beginning this process are presented, based on the author's recent experiences. They provide a framework and specific guidelines for those who wish to begin to integrate a neuroscience perspective into their teaching, research, and interactions with the community, and they may arouse the curiosity of those who are not yet interested. Numerous examples of pertinent neuroscience research are included.  相似文献   

Curriculum, technology, and education reform (CETER) online:     

Sandra R. Levin  James A. Levin  James G. Buell  Gregory L. Waddoups 《TechTrends》2002,46(3):30-38

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Women,leadership, and power revisiting the Wicked Witch of the West   总被引：1，自引：0，他引：1  

Sharon D. Kruse  Sandra Spickard Prettyman 《Gender and education》2008,20(5):451-464

By examining the cultural images present in the popular musical Wicked, cultural norms and biases toward women in leadership and women’s leadership practices are explored. The discussion rests on conceptions of male and female leadership ‘styles’, how power is obtained and utilised within organisational settings and how resistance and reproduction play key roles in how women as leaders are accepted.  相似文献   

Alexithymia as a mediator between childhood trauma and self-injurious behaviors     

Paivio SC  McCulloch CR 《Child abuse & neglect》2004,28(3):339-354

OBJECTIVE: The aim of this study was to test whether alexithymia mediates the relationship between childhood maltreatment and self-injurious behaviors (SIB) in college women. METHOD: The sample was comprised of 100 female undergraduate students. Measures were the Childhood Trauma Questionnaire [D. Bernstein, L. Fink, Manual for the Childhood Trauma Questionnaire, The Psychological Corporation, New York, 1998], the Toronto Alexithymia Scale-20 [Journal of Psychosomatic Research 38 (1994) 23; Journal of Psychosomatic Research 38 (1994) 33], and the Self-Injurious Behaviors Questionnaire which assessed the lifetime frequency of six methods of superficial self-injury (hair pulling, head banging, punching, scratching, cutting, and burning). Regression analyses were used to test the proposed mediational model. RESULTS: Forty-one percent of respondents reported having engaged in SIB; most engaged in multiple methods, and self-cutting was the most frequently endorsed method. Results of regression analyses supported the proposed mediational model for all types of maltreatment except sexual abuse. Sexual abuse, considered alone, was not significantly associated with alexithymia which precluded testing for mediational effects. CONCLUSIONS: Results support a link between a history of childhood maltreatment and SIB among college women and the hypothesis that alexithymia mediates this relationship.  相似文献   

Understanding student/alumni satisfaction from a consumer's perspective: The effects of institutional performance and program outcomes   总被引：1，自引：0，他引：1  

David E. Hartman  Sandra L. Schmidt 《Research in higher education》1995,36(2):197-217

The benefits of understanding and promoting student/alumni satisfaction are numerous. While this article draws on previous studies of the determinants of satisfaction in higher education, it has a different research focus. The study investigates the student/alumni satisfaction phenomenon in a consumer satisfaction framework. Results indicate that the formation of satisfaction judgments is a multidimensional process, and that the process is dependent on the degree of goal development that a student has for a particular aspect of his or her educational experience. If students have poorly formed goals for an aspect of education, they are likely to base their satisfaction judgments on institutional performance. If their goals are well formed, they are likely to base satisfaction judgments on the outcomes of the institutional performance. In general, however, student/alumni assessments of satisfaction with higher education are influenced by both the perceived quality of the service provider's performance and the perceived outcomes of that performance.The authors' names are ordered alphabetically to reflect equal contributions.  相似文献   

Food teaches     

Sandra Anselmo 《Early Childhood Education Journal》1975,3(1):32-33

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On the supranational spell of PISA in policy     

Jo-Anne Baird  Sandra Johnson  Therese N. Hopfenbeck  Talia Isaacs  Terra Sprague  Gordon Stobart 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):121-138

Abstract

Background: PISA results appear to have a large impact upon government policy. The phenomenon is growing, with more countries taking part in PISA testing and politicians pointing to PISA results as reasons for their reforms.

Purpose: The aims of this research were to depict the policy reactions to PISA across a number of jurisdictions, to see whether they exhibited similar patterns and whether the same reforms were evident.

Sources of evidence: We investigated policy and media reactions to the 2009 and 2012 PISA results in six cases: Canada, China (Shanghai), England, France, Norway and Switzerland. Cases were selected to contrast high-performing jurisdictions (Canada, China) with average performers (England, France, Norway and Switzerland). Countries that had already been well reported on in the literature were excluded (Finland, Germany).

Design and methods: Policy documents, media reports and academic articles in English, French, Mandarin and Norwegian relating to each of the cases were critically evaluated.

Results: A policy reaction of ‘scandalisation’ was evident in four of the six cases; a technique used to motivate change. Five of the six cases showed ‘standards-based reforms’ and two had reforms in line with the ‘ideal-governance’ model. However, these are categorisations: the actual reforms had significant differences across countries. There are chronological problems with the notion that PISA results were causal with regard to policy in some instances. Countries with similar PISA results responded with different policies, reflecting their differing cultural and historical education system trajectories.

Conclusions: The connection between PISA results and policy is not always obvious. The supranational spell of PISA in policy is in the way that PISA results are used as a magic wand in political rhetoric, as though they conjure particular policy choices. This serves as a distraction from the ideological basis for reforms. The same PISA results could motivate a range of different policy solutions.  相似文献   

Further abuse of sexually abused children     

Swanston HY  Parkinson PN  Oates RK  O'Toole BI  Plunkett AM  Shrimpton S 《Child abuse & neglect》2002,26(2):115-127

OBJECTIVE: To determine the incidence of re-abuse in children known to have been sexually abused and to find factors that increase the risk of re-abuse. METHOD: The study group consisted of 183 children with substantiated sexual abuse who presented to two children's hospitals' Child Protection Units in Sydney, Australia during 1988 through 1990. At intake, when the children were aged between 5 years and 15 years, data about the child, the family, and the nature of the index sexual abuse were collected. Six years after presentation for the abuse, records of the Department of Community Services were checked to see if any of the young people had been the subject of substantiated notifications for abuse/neglect before and after intake to the study. Predictors of notifications for abuse/neglect after presentation for the index sexual abuse were identified. RESULTS: Of the sexually abused young people, nearly one in three were the subject of subsequent substantiated notifications to the Department of Community Services for some form of child abuse and neglect or behavior which placed them at risk of harm. Later notifications for abuse/neglect were predicted by notifications for emotional abuse before the index sexual abuse (adjusted RR = 4.88, CI: 1.43 to 16.65), severity of the index sexual abuse (p = .03), and the number of changes in the child's primary caregivers before intake (p = .03). Approximately one in six of the sexually abused young people were notified for sexual abuse after intake to the study. One in 10 also had prior notifications for sexual abuse. Sexual abuse notifications after study intake were predicted by caregiver changes before intake (p = .01) and whether or not there were notifications for emotional abuse before the index sexual abuse (adjusted RR = 3.40, CI: 1.05 to 11.02). CONCLUSIONS: Revictimization of children appears to be a marker of ongoing family dysfunction. Intervention in child sexual abuse needs to consider a range of risk factors associated with re-abuse and, in particular, should focus on family functioning if further abuse is to be prevented.  相似文献   

Using Qualitative Evaluation Methods to Identify Exemplary Practices in Early Childhood Education     

Lizanne DeStefano  Susan P. Maude  Sandra Heinzel Crews  Linda Mabry 《Early education and development》1992,3(2):173-187

The proliferation of early childhood programs for children with and without disabilities has occurred without clear indicators or standards of program quality. Evaluations of these programs often consist of compliance monitoring or outcome assessment. Little attention is given to program context or the quality of individual components of the program. In this paper, an alternative evaluation model, a connoisseurship or professional review model using on-site observations, interviews, and document review, was used to identify exemplary practices in early childhood education in one large midwestern state. The results indicated that with proper training and support, early childhood professionals without experience in qualitative methods can become proficient in interviewing techniques, observation, and document review. The resulting case study reports were useful for identifying and describing exemplary practices across the state, demonstrating the potential for this alternative approach to evaluation in early childhood education.  相似文献