Assessing the reliability of retrospective reports of adverse childhood experiences among adult HMO members attending a primary care clinic   总被引：1，自引：0，他引：1  

Dube SR  Williamson DF  Thompson T  Felitti VJ  Anda RF 《Child abuse & neglect》2004,28(7):729-737

  相似文献   

A Descriptive Study of School Discipline Referrals in First Grade     

Rusby JC  Taylor TK  Foster EM 《Psychology in the schools》2007,44(4):333-350

  相似文献   

Patterns of institutional self-recruitment of young Ph.D.s: Effects of academic markets on career mobility     

Ted I. K. Youn 《Research in higher education》1988,29(3):195-218

In social science research on academic careers and mobility, a persistent finding is the substantial effect of doctoral origin on the prestige of the first institution at which one works. There also seems to be a substantial tendency among academic institutions to follow institutional self-recruitment. That is, an academic is more likely to be recruited by an institution in the same prestige category as that which produced him or her. From the period of large expansion to the slowdown of growth in higher education, how have patterns of institutional self-recruitment changed? While elite institutions tend to recruit Ph.D.s from a similar group of institutions, as we go down the line of institutional prestige hierarchy there is a diminishing trend of self-recruitment among similar institutions. This study suggests that there is a general downward mobility in prestige for newly recruited Ph.D.s in a period of a tighter market. While Ph.D.s from elite research universities have continued to increase their chances for being employed at lesser institutions, Ph.D.s from less prestigious graduate institutions have trickled down in the prestige hierarchy. The data used for our analysis are from the National Research Council's Doctorate Records File covering the period from 1969 to 1981, which is marked by significant changes in higher education. The techniques applied are developed by Leo Goodman's loglinear models.  相似文献   

The Effect of Adult Proximity and Serving Style on Pre‐schoolers’ Language and Eating Behaviour     

Mary Baker  Mary F. Foley  Ted Glynn  Stuart McNaughton 《教育心理学》1983,3(2):137-148

This study examined the effects on child language and amount of food eaten by five preschool children in a day care setting of withdrawing two components of the regular mid‐day meal routine. The two components were having an adult seated at the table with the children and allowing children to serve their own food. Child language was more affected by withdrawal of the two components than was amount of food eaten. Withdrawal of the seated adult had a more powerful effect in reducing child language, than did withdrawal of self‐serving of food. Amount eaten was reduced only when both components were withdrawn simultaneously. Findings were discussed in terms of the implications of setting events for theory and practice of applied behaviour analysis.  相似文献   

Special Educational Placement Decisions for Handicapped Children: An Initial New Zealand Study     

Keri Wilton  Ted Glynn  Ted Wotherspoon  Carolyn McGinley 《International Journal of Disability, Development & Education》1983,30(2):133-141

An examination was made of the case records and special educational placement decisions for a sample of 40 children, all of whom had been tested and/or reviewed by school psychologists during the year preceding the study and classified within one of the traditional special educational categories: intellectually handicapped, mentally backward, physically handicapped, hearing handicapped, visually handicapped, and emotionally maladjusted. It was found that very few children receiving special education were being returned to regular classes, and that factors other than the child's ability and/or learning/behavioural characteristics were strongly implicated in special educational decisions for mentally backward (mildly retarded) children, but to a lesser extent in decisions reached for children in other special educational categories. The study highlighted a difficulty likely to arise in a wide range of situations involving parents and children, where research access to case information must be balanced against parents’ rights to privacy and confidentiality of information disclosed in casework. Implications for the present results are considered, together with the need for alternative research strategies in this and related areas of enquiry.  相似文献   

Reading Recovery in Context: implementation and outcome     

Ted Glynn  N. Bethune  T. Crooks  K. Ballard  J. Smith 《教育心理学》1992,12(3-4):249-261

Reading Recovery is a school‐based preventive strategy designed to reduce the number of children with reading and writing difficulties. This study evaluated the implementation of Reading Recovery in 12 New Zealand schools. Target (Reading Recovery) and Comparison pairs of children were identified through the Reading Recovery procedures operated by each school. Results indicated that very few schools adhered closely to all recommended entry and discontinuation criteria. Results for Target and Comparison children's reading progress up to the time of discontinuation are highly consistent with results reported by Clay (1985), with clear gains in favour of Target children. However, these gains had reduced considerably by the time of follow‐up. Data suggest that programme gains were greatest for children entering the programme at the lowest reading levels. Outcomes are discussed in terms of the need for better articulation between Reading Recovery teachers and regular classroom teachers.  相似文献   

Trust Your Own Observations: Assessment of reader and tutor behaviour in learning to read in English and M # ori     

Ted Glynn  Stuart McNaughton 《International Journal of Disability, Development & Education》2002,49(2):161-173

In our previous article, we reported on a research project designed to improve the attending, reading, and writing behaviour of nine older low-achieving children in a special class in an urban primary school. We attempted operational definitions of important reader and tutor behaviours that occur during one-to-one oral reading, and we applied direct observational principles to coding and recording their occurrence from transcribed tapes of children's regular reading with their teacher. This provided data that served to monitor short-term and long-term change in both child and tutor (teacher) behaviour during oral reading interactions. In the present paper, we describe how these direct observational principles have contributed to the development of assessment and tutoring strategies for both adults and peers in the English language Pause Prompt Praise and the M # ori language Tatari Tautoko Tauawhi reading tutoring programs. The assessment strategies generated from observations of reader and tutor interaction around written texts have provided strong support for students learning to read in both English medium and M # ori medium contexts. They have also served as powerful components of successful professional development programs for teachers.  相似文献   

The Effect of Correspondence Training on the Rate and Quality of Written Expression of Four Low Achieving Boys     

Mariette Hopman  Ted Glynn 《教育心理学》1989,9(3):197-213

This study examined the effects of a behavioural correspondence training procedure on the rate of writing of four 13‐year‐old boys in a class for low achieving students in a city high school. A comprehensive range of collateral measures of writing was employed in addition to the target measure of writing rate. These collateral measures were assessed through analytic and holistic scoring procedures. Transfer of control of the correspondence training procedure to the class teacher and maintenance of writing gains were also examined. Results show that correspondence training effectively improved and maintained the rate and quality of written expression of all four boys.  相似文献   

Gender Norms and Access to Extension Services and Training among Potato Farmers in Dedza and Ntcheu in Malawi     

Netsayi N. Mudege  Tafadzwa Chevo  Ted Nyekanyeka  Eliya Kapalasa  Paul Demo 《The Journal of Agricultural Education and Extension》2016,22(3):291-305

Purpose: This paper explores the interaction between extension services and gender relations in order to suggest ways and strategies that can be useful in ensuring that extension services are gender-equitable and empowering for women.

Design/Methodology/Approach:In total, 35 sex-disaggregated focus group discussions with farmers, and 4 interviews with extension officers were conducted in Dedza and Ntcheu districts. Data on the type of training offered, training participants recruitment methods, as well as data on barriers to and opportunities for training were collected. A social relations approach, focusing on gender relations, was used to analyse the data.

Findings:Underlying gender norms and cultural norms mediate access to information. For instance, some men regard themselves as representatives of their households during training and, to some extent, extension officers reinforce these views by using biased training recruitment methods. Gender norms related to household decision-making impact on the ability of women to access training opportunities.

Practical implications: Agricultural extension should not be a purely technical programme focusing only on good agricultural practices. It should also embed modules aimed at addressing social practices that disadvantage some people, particularly women, as well as adopt gender sensitive recruitment methods that do not rely on male-biased recruitment channels.

Originality/Value:The social relations approach used, focusing on gender relations, is aimed at trying to come up with the conditions necessary for agricultural training to be empowering for women. This paper is therefore of interest to extension agents and other development practitioners interested in women’s empowerment and the transformation of gender relations.  相似文献   

A cross-cultural study of parents' academic standards and educational aspirations for their children     

Justine Dandy  Ted Nettelbeck 《教育心理学》2002,22(5):621-627

The present study was an investigation of Asian Australian and Anglo-Celtic Australian parents' educational expectations of, and aspirations for, their children. It was predicted that parents from Asian backgrounds would have higher academic standards and higher aspirations for their children's education, compared with Anglo-Celtic Australian parents. These hypotheses were largely supported by a survey of 239 Australian parents from Chinese, Vietnamese and Anglo-Celtic cultural backgrounds. There was evidence of a preference for university education among the Chinese and Vietnamese parents, while Anglo-Celtic Australian parents from lower socioeconomic backgrounds were more likely to prefer their children to attend TAFE or complete an apprenticeship. The results are discussed in terms of the role of parental factors in children's academic achievements.  相似文献