Self-reports of forgetting and remembering childhood sexual abuse in a nationally representative sample of US women     

Wilsnack SC  Wonderlich SA  Kristjanson AF  Vogeltanz-Holm ND  Wilsnack RW 《Child abuse & neglect》2002,26(2):139-147

OBJECTIVE: The purpose of this article is to describe patterns of forgetting and remembering childhood sexual abuse (CSA) in a nationally representative sample of US adult women. METHOD: The respondents were a national probability sample of 711 women, aged 26 years to 54 years, residing in noninstitutional settings in the contiguous 48 states. In a 1996 face-to-face interview survey, trained female interviewers asked each respondent whether she had experienced any sexual coercion by family members or nonfamily members while growing up; whether she believed that she had been sexually abused (by family members or others); and whether she had ever forgotten the CSA experiences and, if so, how she had subsequently remembered them. RESULTS: Twenty-one and six-tenths percent of respondents reported having sexually coercive experiences while growing up; of these, 69.0% indicated that they felt they had been sexually abused. More than one-fourth of respondents who felt sexually abused reported that they had forgotten the abuse for some period of time but later remembered it on their own. Only 1.8% of women self-described as sexually abused reported remembering the abuse with the help of a therapist or other professional person. CONCLUSIONS: The findings indicate that, among women who report CSA, forgetting and subsequently remembering abuse experiences is not uncommon. According to the women surveyed, however, very few (1.8%) of those who felt abused recovered memories of CSA with help from therapists or other professionals. As one of the few studies of CSA memories in a nationally representative sample, this study suggests that therapist-assisted recall is not a major source of CSA memories among women in the US general population.  相似文献   

‘Beyond 2015’, within the modern/colonial global imaginary? Global development and higher education     

Sharon Stein  Vanessa de Oliveira Andreotti  Rene Suša 《Critical Studies in Education》2019,60(3):281-301

Efforts to emphasize higher education’s role in development have grown in recent years, but important questions remain about the motivations and effects of these initiatives. In this paper, we employ the concept of a ‘modern/colonial global imaginary’ to consider the impact of the enduring power relations and uneven politics of knowledge in the relationship between higher education and development. Specifically, we consider the Association of Commonwealth Universities’ (ACU) ‘Beyond 2015’ campaign, which was launched in anticipation of the new UN Sustainable Development Goals. We argue that despite the ACU’s intention to provide ‘a platform for diverse voices, particularly from the global South’, the campaign was structured in a way that discouraged dissenting perspectives. More broadly, we consider available possibilities and limitations for challenging mainstream development agendas.  相似文献   

The PhD – is it out of alignment?     

Sharon Sharmini  Rachel Spronken-Smith 《高等教育研究与发展》2020,39(4):821-833

ABSTRACT

Globally there is recognition that doctoral programmes need to offer the opportunity for career pathways beyond academia, as PhD graduates are entering a range of careers. Consequently, some doctoral programmes now provide opportunities to develop a broader skill set. However, most PhD programmes in the United Kingdom and Australasia still concentrate on disciplinary knowledge and developing research skills. Moreover, the assessment has remained narrowly focused on a written thesis and an oral examination. Here we apply the notion of ‘constructive alignment’ to doctoral education and find that, even in terms of preparing PhD graduates for academic and research careers, the curriculum lacks opportunities to develop and assess relevant skills. The situation is even more extreme for wider careers beyond academia. To achieve alignment, we suggest providing more structured learning opportunities and personalised professional development plans with formative portfolios. If wanting true alignment in the PhD, a portfolio would be the summative assessment, but this is likely a step too far for a conservative academy.  相似文献   

Lessons for Preschool Language Socialization from the Vantage Point of the First Day of Kindergarten     

Sharon E. Rosenkoetter 《Early education and development》2001,12(3):325-342

All 12 kindergarten classrooms from a small town/rural Midwestern county were observed for the full session on the first day of school to determine teachers' language and classroom practices. Data collection included completion of a classroom checklist by the investigator and running accounts of classroom events with verbatim notes of teacher language. The findings from this study provide evidence of demands for entering kindergartners to process complex language, organize themselves and their materials, and comply with many new rules and procedures. Based on these data, the author and participating teachers present recommendations for preschool teachers, kindergarten teachers, and researchers. The findings provide convergent validity for previous surveys of teacher expectations for children at kindergarten entry. They can be used by preschool personnel to plan preschool language experiences to assist young children's transition to kindergarten. The method of classroom observation employed here can also help local personnel in varied communities to shape a more seamless system of experiences for the early years.  相似文献   

Feminist philosophy of science: ‘standpoint’ and knowledge     

Sharon Crasnow 《Science & Education》2008,17(10):1089-1110

Feminist philosophy of science has been criticized on several counts. On the one hand, it is claimed that it results in relativism of the worst sort since the political commitment to feminism is prima facie incompatible with scientific objectivity. On the other hand, when critics acknowledge that there may be some value in work that feminists have done, they comment that there is nothing particularly feminist about their accounts. I argue that both criticisms can be addressed through a better understanding of the current work in feminist epistemology. I offer an examination of standpoint theory as an illustration. Harding and Wylie have suggested ways in which the objectivity question can be addressed. These two accounts together with a third approach, ‘model-based objectivity’, indicate there is a clear sense in which we can understand how a standpoint theory both contributes to a better understanding of scientific knowledge and can provide a feminist epistemology.

Sharon CrasnowEmail:

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Transitions and re-engagement through second chance education     

Sharon Ross  Jan Gray 《The Australian Educational Researcher》2005,32(3):103-140

The issue of school non-completion continues to be a matter of concern for policy makers and practitioners in Australia today. Despite the efforts of governments and school systems to improve participation and retention rates, often one in three students drop out of school before completing Year 12. Major factors influence non-completion and militate against young people remaining at school. Findings from recent research indicate that some non-completers choose to re-enter education through second chance programs outside the school environment. The argument for second chance education presented in this paper is developed within the context of the ‘risk’ society and in relation to recent theories of youth transitions.  相似文献   

A secretary in the classroom     

Elliot W. Eisner 《Teaching and Teacher Education》1986,2(4)

The following article utilizes methods of educational connoisseurship and educational criticism to describe, interpret, appraise, and thematize the videotape of U.S. Secretary of Education, William Bennett teaching Federalist Paper No. 10 to a group of high school students. The aim of this approach to the study of classroom practice is to give the reader a vivid picture of what has transpired, to try to account for what has been described, to appraise the educational significance of what has occurred, and to extract from the particular situation general themes having import for other educational situations. The following article is a vignette, a short sketch. It was written from a videotape, not a “real” classroom. Nevertheless, it attempts to portray the qualities, significance, and educational meaning of the lesson.  相似文献   

Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education     

Sharon P. Fraser 《Research in Science Education》2016,46(1):141-161

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Distress in the city: racism,fundamentalism and a democratic education     

Sharon Clancy 《International Journal of Lifelong Education》2016,35(3):351-353

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Adaptation and Pilot Testing of a Sexual Health Intervention for Female Survivors of Violence     

Brooke E. E. Montgomery  Amy Jones  Sharon E. Sanders  Angela McGraw  Barbara Williams  Katherine E. Stewart 《American journal of sexuality education》2018,13(1):40-64

Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, &; Altice, 2011 Meyer, J. P., Springer, S. A., &; Altice, F. L. (2011). Substance abuse, violence, and HIV in women: A literature review of the syndemic. Journal of Women's Health (2002), 20(7), 991–1006. doi:10.1089/jwh.2010.2328[Crossref] , [Google Scholar]; Montgomery et al., 2015 Montgomery, B., Rompalo, A., Hughes, J., Wang, J., Haley, D., Soto-Torres, L., &; Hodder, S. (2015). Violence against women in selected areas of the united states.e1-e11. Am J Public Health, 105(10), 2156–2166 [Google Scholar]; World Health Organization (WHO), 2010 World Health Organization (WHO). (2010). Addressing violence against women and HIV/AIDS: What works?. Geneva, Switzerland: World Health Organization. [Google Scholar]). However, there are few evidence-based HIV-prevention interventions that address the special needs and challenges faced by female survivors of violence (Centers for Disease Control and Prevention, (CDC), 2017a Centers for Disease Control and Prevention. (2017a). Compendium of evidence-based interventions and best practices for HIV prevention. Atlanta, GA: Division of HIV/AIDS Prevention, National Center for HIV/AIDS, Viral Hepatitis, Sexual Transmitted Diseases and Tuberculosis Prevention. Retrieved from https://www.cdc.gov/hiv/research/interventionresearch/compendium/rr/index.html [Google Scholar]). To address this gap, we adapted and pilot-tested an existing evidence-based women-focused sexual risk-reduction intervention (The Future Is Ours) with 23 self-identified female survivors of violence. The intervention comprised eight-weekly, two-hour cognitive behavioral group sessions focusing on reducing sexual-risk and improving trauma-based coping skills. Using mixed-methods analyses, the adapted intervention was determined feasible and acceptable to participants, and preliminary results suggest that participation could reduce risk factors for sexually transmitted infections. Therefore, testing on a larger scale is warranted.  相似文献