Risk factors for the perpetration of child sexual abuse: a review and meta-analysis   总被引：1，自引：0，他引：1  

Whitaker DJ  Le B  Karl Hanson R  Baker CK  McMahon PM  Ryan G  Klein A  Rice DD 《Child abuse & neglect》2008,32(5):529-548

OBJECTIVES: Since the late 1980s, there has been a strong theoretical focus on psychological and social influences of perpetration of child sexual abuse. This paper presents the results of a review and meta-analysis of studies examining risk factors for perpetration of child sexual abuse published since 1990. METHOD: Eighty-nine studies published between 1990 and April of 2003 were reviewed. Risk factors were classified into one of the following six broad categories: family factors, externalizing behaviors, internalizing behaviors, social deficits, sexual problems, and attitudes/beliefs. Sex offenders against children (SOC) were compared to three comparison groups identified within the 89 studies: sex offenders who perpetrated against adults (SOA), non-sex offenders, and non-offenders with no history of criminal or sexual behavior problems. RESULTS: Results for the six major categories showed that SOC were not different from SOA (all d between -.02 and .14) other than showing lower externalizing behaviors (d=-.25). Sex offenders against children were somewhat different from non-sex offenders, especially with regard to sexual problems and attitudes (d=.83 and .51). Sex offenders against children showed substantial differences from non-offenders with medium sized effects in all six major categories (d's range from .39 to .58). CONCLUSION: Child sex offenders are different from non-sex offenders and non-offenders but not from sex offenders against adults. PRACTICE IMPLICATIONS: This study suggests that the presence of general risk factors may lead to a variety of negative behavioral outcomes, including the perpetration of child sexual offending. Family factors were strongly related to the perpetration of child sex offending (vs. non-sexual offending or non-offending) and may be valuable intervention points for interrupting the development of child sex offending, as well as other negative behaviors. Other potential points for intervention may focus on the development of appropriate social and emotional skills that contribute to sexual offending.  相似文献   

Exploring the boundaries: A study of multiple classroom learning environments     

Dr Stephen M. Ritchie  Kenneth Tobin  Karl S. Hook 《Research in Science Education》1995,25(3):307-322

The study of learning environments has developed into a productive field of research in science education. Initially, the design and application of classroom perceptual measures of particular dimensions of science classrooms attracted much attention. More recently, such instruments have been used alongside of qualitative techniques to provide a richer understanding of sub-environments. We continue this trend in the present interpretive study by exploring the nature of multiple environments within a middle school classroom from the different perspectives of teacher, student and participant observer. In particular, we examine the activity settings of lectures and group work, as well as the issues of learning and assessment. We conclude by arguing that teachers need to adopt procedures that enable them to identify and plan for multiple environments.  相似文献   

Cognitive Teaching Methods for Special Education: Development of Approaches for Intervention and Assessment in Germany     

Gerhard W. Lauth  Karl H. Wiedl 《International Journal of Disability, Development & Education》1989,36(3):187-202

FOLLOWING a short introduction to historical aspects of the development of cognitive teaching methods, four current areas of research are described: cognitive behaviour modification with a focus on problem solving and metacognitive abilities, comprising the methods of cognitive modelling and self‐instruction; intelligence training based on the theoretical propositions of inductive thinking; attempts at applying Piagetian concepts as a conceptual framework for education and training; dynamic testing, focussing on modifiability of performance and thus bridging the gap between diagnostic assessment and education. Basic theoretical assumptions, methods and applications are separately discussed for each of these fields. Empirical data are presented for evaluation of their level of development Summarizing the results, it seems, that promising effects of training and fruitful application of diagnostic procedures can be obtained; however, implementation of the respective methods in special education settings does not show great progress. It is, thus, concluded that research on implementation is indispensable.  相似文献   

Resettling the Thoughts of Ernst Mach and the Vienna Circle in Europe: The Cases of Finland and Germany     

Hayo Siemsen  Karl Hayo Siemsen 《Science & Education》2009,18(3-4):299-323

Although it is generally assumed that the thoughts of Ernst Mach and the scientific fields he influenced (in this case psychophysics and Gestalt psychology) emigrated from Europe during Second World War they apparently survived in Finland, influencing the Finnish education system. The following article evaluates this relationship and its implications from a historical and an empirical perspective. In empirical studies comparing the education systems of different countries, such as PISA, the Finns are in general regarded as being very successful with their school system. Does this apparent success have anything to do with a Machian influence? Our current research has so far revealed that the Finns have gone through an independent cultural development in two specific aspects: in the idea of the development of the individual personality (Snellman) and in a specific phenomenalism (developed primarily by Eino Kaila, in which Kaila was heavily influenced in this by Ernst Mach). The result can be regarded as a nation-wide “Experiment”, the empirical evaluation of which can be found partly in the statistics of the PISA Studies, especially the evaluation of Finland in relation to other countries.  相似文献   

SYMBIOSIS: Development,Implementation, and Assessment of a Model Curriculum across Biology and Mathematics at the Introductory Level     

Audrey M. Depelteau  Karl H. Joplin  Aimee Govett  Hugh A. Miller  III  Edith Seier 《CBE life sciences education》2010,9(3):342-347

“It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power.”Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen''s books and programs, see (www.alancohen.com.)

With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology–math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU''s approach to implementing the SYMBIOSIS curriculum.  相似文献   

Teacher as Tragic Ironist          下载免费PDF全文

Karl D. Hostetler 《Educational theory》2018,68(2):197-212

In this article Karl Hostetler portrays teachers as tragic ironists whose existence is prone to “playful disruptions of the soul,” when the meaning and value of ideas pertinent to teaching — including “teaching” itself — become puzzling, prompting a reassessment and reinvigoration of those ideas. In developing his concept of tragic irony, Hostetler draws particularly on Jonathan Lear's A Case for Irony and the Greek tragedies Oedipus Tyrannus and Medea. According to Lear, the aim of irony is “to inject a certain form of not‐knowing into polis life.” Relatedly, Hostetler observes, a frequent theme in classical Greek tragedy is the misery that can result from purporting to “know.” Tragedy and irony, he argues, can be particularly powerful and unsettling avenues for introducing uncertainty. He further contends that teachers as tragic ironists maintain a measure of uncertainty about their craft, not only recognizing that they do not know everything, but sometimes questioning whether they know anything. In a culture that tends to valorize certainty, Hostetler concludes, this is an essential attitude in the practice of and discourse about education.  相似文献   

Tips for K-12 educators for helping students communicate and create using visual motion media,photography, and technology     

Wolfgang Karl  Markus Leberecht  Michael Oberhuber 《TechTrends》2009,53(1):14-15

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Reproducibility of the maximum accumulated oxygen deficit and run time to exhaustion during short-distance running     

Mike Doherty  Paul M. Smith  Karl Schroder 《Journal of sports sciences》2013,31(5):331-338

The aim of this study was to determine the reproducibility of the maximal accumulated oxygen deficit and the associated exercise time to exhaustion during short-distance running. Fifteen well-trained males (mean - s : VO 2max = 58.0 - 4.6 ml.kg -1 .min -1 ) performed the maximum accumulated oxygen deficit test at an exercise intensity equivalent to 125% VO 2max . The test was repeated at the same time of day on three occasions within 3 weeks. There was no significant systematic bias between trials for either maximum accumulated oxygen deficit (mean - s : trial 1 = 69.0 - 13.1; trial 2 = 71.4 - 12.5; trial 3 = 70.4 - 15.0 ml O 2 Eq.kg -1 ; ANOVA, F = 0.70, P = 0.51) or exercise time to exhaustion (trial 1 = 194 - 31.1; trial 2 = 198 - 33.2; trial 3 = 201 - 36.8 s; F = 1.49, P = 0.24). In addition, other traditional measures of reliability were also favourable. These included intraclass correlation coefficients of 0.91 and 0.87, and sample coefficients of variation of 6.8% and 5.0%, for maximum accumulated oxygen deficit and exercise time to exhaustion respectively. However, the '95% limits of agreement' were 0 - 15.1 ml O 2 Eq (1.01 2 / 1 1.26 as a ratio) and 0 - 33.5 s (1.0 2 / 1 1.18 as a ratio) for maximum accumulated oxygen deficit and exercise time to exhaustion respectively. We estimate that the sample sizes required to detect a 10% change in exercise time to exhaustion and maximum accumulated oxygen deficit after a repeated measures experiment are 10 and 20 respectively. Unlike the results of previous maximum accumulated oxygen deficit studies, we conclude that it is not a reliable measure.  相似文献   

The effects of work – rest duration on intermittent exercise and subsequent performance     

Mike Price  Karl Halabi 《Journal of sports sciences》2013,31(8):835-842

This study examined the effects of different work?–?rest durations during 40?min intermittent treadmill exercise and subsequent running performance. Eight males (mean?±?s: age 24.3?±?2.0 years, body mass 79.4?±?7.0?kg, height 1.77?±?0.05?m) undertook intermittent exercise involving repeated sprints at 120% of the speed at which maximal oxygen uptake (v-[Vdot]O_2max) was attained with passive recovery between each one. The work?–?rest ratio was constant at 1:1.5 with trials involving short (6:9?s), medium (12:18?s) or long (24:36?s) work?–?rest durations. Each trial was followed by a performance run to volitional exhaustion at 150% v-[Vdot]O_2max. After 40?min, mean exercise intensity was greater during the long (68.4?±?9.3%) than the short work?–?rest trial (54.9?±?8.1% [Vdot]O_2max; P?<?0.05). Blood lactate concentration at 10?min was higher in the long and medium than in the short work?–?rest trial (6.1?±?0.8, 5.2?±?0.9, 4.5?±?1.3?mmol?·?l^?1, respectively; P?<?0.05). The respiratory exchange ratio was consistently higher during the long than during the medium and short work?–?rest trials (P <?0.05). Plasma glucose concentration was higher in the long and medium than in the short work?–?rest trial after 40?min of exercise (5.6?±?0.1, 6.6?±?0.2 and 5.3?±?0.5?mmol?·?l^?1, respectively; P?<?0.05). No differences were observed between trials for performance time (72.7?±?14.9, 63.2?±?13.2, 57.6?±?13.5?s for the short, medium and long work?–?rest trial, respectively; P = 0.17), although a relationship between performance time and 40?min plasma glucose was observed (P?<?0.05). The results show that 40?min of intermittent exercise involving long and medium work?–?rest durations elicits greater physiological strain and carbohydrate utilization than the same amount of intermittent exercise undertaken with a short work?–?rest duration.  相似文献   

Too little or too much? Parafoveal preview benefits and parafoveal load costs in dyslexic adults     

Susana Silva  Luís Faísca  Susana Araújo  Luis Casaca  Loide Carvalho  Karl Magnus Petersson  Alexandra Reis 《Annals of dyslexia》2016,66(2):187-201

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