The effect of drawing on children's experiences of investigations following alleged child abuse     

Carmit Katz  Zion Barnetz  Irit Hershkowitz 《Child abuse & neglect》2014

The primary aim of the study was to evaluate investigative interviews from the perspectives of the children, comparing children who drew with children who did not. One hundred twenty-five children, alleged victims of sexual abuse, were asked about their investigative experience. The uniqueness of the study is that all of the interviews were conducted according to the NICHD Protocol and that children were randomly assigned into one of the two research conditions (drawing vs. non-drawing). The results clearly demonstrate the advantage that drawing has on the children's experience of the investigation, with children in the drawing group more often reporting feelings of hope and success. This study provides practical guidelines for practitioners by emphasizing the beneficial effects that drawing can have. The study stresses the importance of integrating into forensic investigations interventions that enhance children's testimonies and ensure that the investigation is an empowering experience that generates feelings of trust, self-worth, and justice.  相似文献   

The Gender Stereotyping of Computer Use Among Female Undergraduate Students in Israel and the Relationship with Computer‐related Attitudes     

Leslie J. Francis  Yaacov J. Katz 《Learning, Media and Technology》1996,22(2):79-86

The Computer Attitude Scale was completed by 298 female undergraduate students in Israel, together with an index of the gender stereotyping of computer use. The data demonstrate that female undergraduate students in Israel are much more likely to regard men as better at using computers than women than was found to be the case in a comparable study in the UK. Nevertheless there is little evidence from these data to support the suggestion that the gender stereotyping of computer use as masculine is itself detrimental to female students' attitudes toward computer use.  相似文献   

Developmental outcome of preterm infants with intraventricular hemorrhage at one and two years of age     

A M Sostek  Y F Smith  K S Katz  E G Grant 《Child development》1987,58(3):779-786

Around 1980, many perinatal centers began prospective cranial screening of preterm infants using portable ultrasonography at the bedside. This study examined developmental outcome at 1 and 2 years in relation to the presence and severity of neonatal intraventricular hemorrhage (IVH). It varies from earlier reports in the size of the sample, restriction to infants without periventricular leukomalacia (PVL), and an attempt to formulate a predictive model by examining development longitudinally. Parametric and nonparametric analyses demonstrated that IVH related to Bayley mental and motor scores and neurologic ratings at 1 year but not at 2 years. Developmental delay and/or neurologic abnormality were more prevalent in infants with severe IVH but were far from universal. Regression analyses on prediction from neonatal and 1-year performance to 2-year scores revealed significant associations between the 1- and 2-year measures but not the neonatal and outcome measures. A direct insult to the CNS such as IVH thus constitutes only a limited model of risk status.  相似文献   

Effects of Response Format on Difficulty of SAT-Mathematics Items: It's Not the Strategy     

Irvin R. Katz  Randy Elliot Bennett  Aliza E. Berger 《Journal of Educational Measurement》2000,37(1):39-57

Problem-solving strategy is frequently cited as mediating the effects of response format (multiple-choice, constructed response) on item difficulty, yet there are few direct investigations of examinee solution procedures. Fifty-five high school students solved parallel constructed response and multiple-choice items that differed only in the presence of response options. Student performance was videotaped to assess solution strategies. Strategies were categorized as "traditional"–those associated with constructed response problem solving (e.g., writing and solving algebraic equations)–or "nontraditional"–those associated with multiple-choice problem solving (e.g., estimating a potential solution). Surprisingly, participants sometimes adopted nontraditional strategies to solve constructed response items. Furthermore, differences in difficulty between response formats did not correspond to differences in strategy choice: some items showed a format effect on strategy but no effect on difficulty; other items showed the reverse. We interpret these results in light of the relative comprehension challenges posed by the two groups of items.  相似文献   

The road to nowhere begins with where we are: Rethinking the future of American education     

Michael S. Katz  Louis G. Denti 《Interchange》1996,27(3-4):261-277

The purpose of this essay is two-fold: to explain briefly the central features and functions of the present system and to suggest why it has become so resistant to meaningful systemic reform; and to articulate several general principles of transformation that must undergird a new vision of education in the 21st century. Our programmatic hope is that others will engage in the kind of serious, ongoing dialogue necessary to open our minds and hearts to both the possibilities and difficulties accompanying any serious effort at systemic reform in American education.  相似文献   

Values of open admissions students,police students,and their teachers     

Joseph Balkin  David Brandt  Constance Katz  Dr. James Levin 《Research in higher education》1977,7(1):1-11

This study compared the values of college open admissions students and of college police students to their teachers' values. It was found that for both groups new students differ from the faculty more than do advanced students, suggesting value changes in the direction of the faculty. Also found was no relationship between students' value similarity to the faculty and their academic success.  相似文献   

Computer assisted counseling — model for the elementary school     

Yaacov J. Katz 《International journal for the advancement of counseling》1991,14(1):51-57

Computers are now part and parcel of the instructional process in many elementary schools. In addition to Computer Assisted Instruction, it is possible to utilize the school computer for other educational purposes such as data storage and information retrieval which can conceivably increase the efficiency and effectiveness of the counseling process. The model described in this paper was built so as to provide the school counselor with an instrument which, although based on traditional counseling methods, is immeasurably more accurate in the provision of updated information for diagnostic and other counseling activities and thus contributes to greater counseling efficiency.  相似文献   

A Developmental Approach to the Education of Young Children     

Lilian G. Katz 《Asia Pacific Journal of Education》1994,14(1):1-12

A developmental approach to the curriculum for young children takes into account the principle that what children should learn, and how they can best learn, changes with their age and the experience that comes with age. Several principles of practice emerge from this basic developmental principle. For example, as children grow older, what they learn changes from horizontal to greater vertical relevance. Similarly, the younger the learner, the more is learned through interactive and active processes rather than through passive and receptive processes. In addition, the younger the learner, the greater the urgency of helping them acquire basic social competence, which is very difficult to acquire later on. These developmental principles of practice imply that a curriculum for young children should include the opportunity to work in small groups on extended investigations of real phenomena in the children's own environments.  相似文献   

Compulsion and the Discourse on Compulsory School Attendance*     

M. S. Katz 《Educational theory》1977,27(3):179-185

  相似文献   

Conjunctive schedules of reinforcement IV: Effects on the pattern of responding of changes in requirement at reinforcement     

Jonathan L. Katz  James E. Barrett 《Learning & behavior》1979,7(4):483-488

The effects of different schedule requirements at reinforcement on patterns of responding by pigeons were assessed under conjunctive schedules with comparable response-number requirements, Under one conjunctive schedule (conjunctive fixed-interval fixed-ratio schedule), a response was reinforced after a 6-min interval had elapsedand a specific minimum number of responses had been emitted, Under a second conjunctive schedule, a response was reinforced after the 6-min fixed interval and upon completion of a tandem schedule requirement (conjunctive fixed-interval tandem schedule), This schedule retained the same required minimum number of responses as the first conjunctive schedule, but responses were never reinforced according to a fixed-ratio schedule; the tandem schedule was comprised of a fixed-ratio and a small (.1 to 10.0 sec) fixed-interval schedule, Under the conjunctive fixed-interval fixed-ratio schedule, responding was characterized by an initial pause, an abrupt transition to a high response rate, and a second transition to a lower rate that prevailed or slightly increased up to reinforcement, Under the conjunctive fixed-interval tandem schedule, pauses were extended, response rates were lower, and the initial high rate of responding was generally absent, The above effects depended upon the size of the fixed interval of the tandem schedule, The distinct pattern of responding generated by conjunctive fixed-interval fixed-ratio schedules depends upon occasional reinforcement of fixed-ratio responding and not merely on the addition of a minimum number of required responses.  相似文献