Movies in the classroom: Popular images of criminal justice,criminology, and the law     

Kathy Lynn Cook  Hunter Bacot 《Journal of Criminal Justice Education》2013,24(1):199-209

Courses that pique students' interest, promote discussion and participation, and contribute to their college learning experience are becoming increasingly rare. “Justice Issues and the Media” accomplishes these goals and is a pleasure to prepare and teach. This course links movies, a familiar aspect of American culture, with their substantive contribution to citizens' attitudes and stereotypes about the criminal justice system, criminology, and the law. We make recommendations and issue several cautions, which we hope will lead to the development and offering of this course at other universities.  相似文献   

Democratic Discord in Schools: Cases and Commentaries in Educational Ethics     

Kathy Hytten 《Educational theory》2020,70(3):377-383

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Addressing Ethnic Conflict through Peace Education: International Perspectives - Edited by Zvi Bekerman and Claire McGlynn     

Kathy  Bickmore 《British Journal of Educational Studies》2008,56(2):236-240

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Within and Across Language Predictors of Word Learning Processes in Dual Language Learners     

Amy Pace  Rufan Luo  Dani Levine  Aquiles Iglesias  Jill de Villiers  Roberta M. Golinkoff  Mary S. Wilson  Kathy Hirsh-Pasek 《Child development》2021,92(1):35-53

This study investigated the relation between Dual Language Learners’ (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both.  相似文献   

General population norms about child abuse and neglect and associations with childhood experiences     

Bensley L  Ruggles D  Simmons KW  Harris C  Williams K  Putvin T  Allen M 《Child abuse & neglect》2004,28(12):1321-1337

BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth.  相似文献   

The classroom practices inventory: An observation instrument based on NAEYC's guidelines for developmentally appropriate practices for 4- and 5-year-old children     

Marion C. Hyson  Kathy Hirsh-Pasek  Leslie Rescorla 《Early childhood research quarterly》1990,5(4)

The controversy over what is an appropriate early childhood curriculum has created a need for research instruments designed to measure classroom practices. This article reports on the development of a new observational measure based on the Guidelines for Developmentally Appropriate Practices of the National Association for the Education of Young Children (NAEYC). The Classroom Practices Inventory (CPI) is a 26-item rating scale tapping the curricular emphasis and emotional climate of programs for 4- and 5-year-old children. The scale demonstrated a high degree of internal consistency. Over half the measure's variance was accounted for by a factor tapping encouragement of curiosity, creativity, and provision of concrete materials. In a study of 10 preschool programs, CPI scores correlated significantly with teachers' and parents' educational attitudes. Modest relationships were found between the CPI scores of children's preschools and measures of academic skills, creativity, and anxiety. The CPI appears to be a promising measure for critically examining the concept of developmentally appropriate practices in early childhood education.  相似文献   

VI. Is 12-Month-Old Word Learning Domain-General, Socially Determined, or Emergent?     

George Hollich  Kathy Hirsh-Pasek  & Roberta Michnick Golinkoff 《Monographs of the Society for Research in Child Development》2000,65(3):85-100

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Acknowledgments     

George Hollich  Kathy Hirsh-Pasek  & Roberta Michnick Golinkoff 《Monographs of the Society for Research in Child Development》2000,65(3):123-123

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Hypothesis 1: Are Children Sensitive to Multiple Cues for Word Learning?     

George Hollich  Kathy Hirsh-Pasek  & Roberta Michnick Golinkoff 《Monographs of the Society for Research in Child Development》2000,65(3):101-114

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Academic Expectations in Mothers of Preschool Children: A Psychometric Study of the Educational Attitude Scale     

Leslie Rescorla  Marion C. Hyson  Kathy Hirsh-Pasek  Jessica Cone 《Early education and development》1990,1(3):165-184

This study reports psychometric data on the Educational Attitude Scale, a new instrument designed to tap parental opinions about early academic, artistic, athletic, and social experiences. Mothers of 371 middle class prekindergarten children in 22 different schools completed the 32-item Likert-style survey. Mothers were highly similar in their views about the importance of social experiences, but differed widely in their opinions about early academic instruction for preschoolers. The scale proved to have excellent split-half and test-retest reliability. Correlational analysis and factor analysis supported the general domain structure along which the instrument was designed. Scores on the Educational Attitude Scale were significantly correlated with scores on a Developmental Expectations Card Sort. Highly significant differences were found in parent attitudes on the scale when schools were grouped into those High versus Low in academic emphasis by community reputation and observed classroom practices. Parents had significantly higher academic expectations than their children's teachers, particularly in schools with “Low Academic” emphasis.  相似文献