Multi-level determinants of retention in a home-visiting child abuse prevention program     

McGuigan WM  Katzev AR  Pratt CC 《Child abuse & neglect》2003,27(4):363-380

OBJECTIVE: This exploratory study investigated how attributes from multiple domains influence retention in a voluntary home-visiting child abuse prevention program. METHOD: A sample of 1093 "at-risk" families participated in a home-visiting child abuse prevention program. A total of 71 Family Support Workers (FSWs) provided home visitation services in 12 different communities. Hierarchical general linear modeling (HGLM) was used to examine the community, home visitor, and maternal attributes that predicted retention in the program beyond 1 year. RESULTS: Multi-level analyses (HGLM) revealed significant community, home visitor, and maternal level effects. Families were less likely to remain in a home-visiting child abuse prevention program for at least 1 year if they lived in an area with high community violence. Families were more likely to remain when the home visitor received more hours of direct supervision. Older mothers were more likely to remain for at least 1 year than were younger mothers. Hispanic mothers were more likely to remain than were White non-Hispanic mothers. CONCLUSIONS: These findings demonstrate the utility of looking across multiple levels of influence when examining retention in home-visiting child abuse prevention programs. To increase retention rates home visitors will need to be adaptable to fit the needs of families in violent communities. Supervisors can influence retention rates by providing more hours of direct supervision. Other strategies that may contribute to program retention include meeting the scheduling needs of younger mothers and involving the families of younger mothers more effectively.  相似文献   

Obstacles faced by deaf people in the criminal justice system     

Vernon M  Miller K 《American annals of the deaf》2005,150(3):283-291

Deaf people, especially those who are not well educated, are at risk for serious injustices when they enter the criminal justice system. The present study describes these risks at all stages of the legal process, including arrest, trial, probation, prison, and parole. These dangers are greatest for those who are poorly educated, read at a fourth-grade level or lower, have poor communication skills (American Sign Language and English), and lack awareness of their legal rights. Primitive personality disorder (PPD) is the term mental health professionals use to describe this set of characteristics. The risks that the segment of the deaf population with PPD faces when its members run afoul of the law are described, a case history provided, and some relevant legal and interpreting issues are discussed. A case is made for applying the concept of linguistic incompetence to deaf individuals with PPD.  相似文献   

The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample   总被引：1，自引：0，他引：1  

Deborah A. Goff  Chris Pratt  Ben Ong 《Reading and writing》2005,18(7-9):583-616

The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills. It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent contributions to reading comprehension. The contributions of reading speed, receptive grammatical skills, exposure to print, visuospatial working memory and verbal learning and retrieval (a measure of longer-term retention) were also investigated. Working memory tasks that required the processing and storage of numerical and spatial material were used. One of the numerical working memory tasks was based on the number span task developed by Yuill, Oakhill, and Parkin British Journal of Psychology, 1989, 80, 351–361. A visuospatial equivalent of that task was developed from the forward Corsi block task [Corsi, Abstracts International, 1973, 34, 891]. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relation with reading comprehension than the memory variables. The strongest independent predictor of reading comprehension was orthographic processing since it captured variance in both word reading, language skills and verbal working memory. The forward Corsi task and performance on a measure of verbal learning and retrieval each made small independent contributions to reading comprehension but the contribution of verbal working memory was not significant. It was concluded that tasks measuring the interplay between short-term and long-term memory, in which new information is combined with information already stored in long-term memory, may better predict reading comprehension measured with the text available than working memory tasks which only have a short-term memory component.  相似文献   

Deaf sex offenders in a prison population     

Miller K  Vernon M 《Journal of deaf studies and deaf education》2003,8(3):357-362

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Multi-point e-conferencing with initial teacher training students in England: Pitfalls and potential     

Nick Pratt   《Teaching and Teacher Education》2008,24(6):1476-1486

This article reports on attempts to initiate multi-point e-conferencing between English teacher education students on school placements, their host teachers and their university tutors. A sociocultural perspective is adopted in analysing the project, using the metaphor of a ‘professional knowledge landscape’ [Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ professional knowledge landscapes. New York: Teachers College Press] to make sense of participants’ experiences. Findings suggest that considerable difficulties exist not just in terms of technical challenges, but also in terms of ethics, values, complexity and communications in schools. A similar project undertaken in Singapore [Sharpe, L., Hu, C., Crawford, L., Gopinathan, S., Khine, M. S., Moo, S. N., et al. (2003). Enhancing multi-point desktop video conferencing (MDVC) with lesson video clips: Recent developments in pre-service teaching practice in Singapore. Teaching and Teacher Education, 19(5), 529–541] is used to highlight the contextual nature of these challenges. The paper concludes that the promotion of new technologies as a key part of current education planning in the UK is questionable with insufficient attention being given to the sociocultural implications of such change. Implications are drawn for universities, schools and for future policy development.  相似文献   

Relations among school assets,individual resilience,and student engagement for youth grouped by level of family functioning     

Jill D. Sharkey  Sukkyung You  Katrina Schnoebelen 《Psychology in the schools》2008,45(5):402-418

Given the importance of student engagement for healthy outcomes, research needs to investigate whether school‐based assets promote student engagement beyond individual and family influences. Unfortunately, such research has been limited by a lack of valid instrumentation. After examining the psychometrics of the California Healthy Kids Survey Resilience Youth Development Module, we used this risk and resilience instrument with a randomly selected sample of 10,000 diverse 7th‐, 9th‐, and 11th‐grade students to test a model of relations between school assets, individual resilience, and student engagement for students grouped by level of family assets. Although youth in the low family asset group reported lower student engagement, contrary to hypothesis, multigroup structural equation modeling revealed that school assets did not have a differential relation for low family asset youth compared to their high family asset peers. School assets were associated with student engagement for all groups, even accounting for individual resilience. Implications and future directions are provided. © 2008 Wiley Periodicals, Inc.  相似文献   

On academic freedom in Africa     

R. Cranford Pratt 《Minerva》1967,5(4):574-575

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Who’s asking the questions in classrooms? Exploring teacher practice and student engagement in generating engaging and intellectually challenging questions     

Yvonne Zeegers  Katrina Elliott 《Pedagogies: An International Journal》2019,14(1):17-32

Student engagement that leads to enhanced learning outcomes involves three interdependent facets: behaviour, emotion and cognition. As such, learning activities that encourage deep learning and the intellectual challenging of minds should provide opportunities for reasoning and critical and creative thinking. An approach that resonates strongly with student engagement involves fostering student voice in the classroom, and the generation and utilization of students’ questions is one means of achieving this. Implicit in this approach is the need for both teachers and students to pose questions that engage and intellectually challenge thinking. In this pilot case study, eight volunteer teachers from one school chose to investigate their own practice by either focusing on their own questioning skills to foster student engagement in the classroom or, on how they could support their students to generate intellectually challenging questions that lead to increasing student voice, engagement and deeper learning in the classroom. Key findings were that who does the questioning is not an either-or dichotomy, and that significant pedagogical shifting requires a long-term focus. This shift is influenced by teachers’ commitment to using questioning as a pedagogical approach for enhancing student learning.  相似文献   

Automated morphosyntactic analysis of medical language     

M.G. Pacak  A.W. Pratt  W.C. White 《Information processing & management》1976,12(1):71-76

This paper describes an automated procedure for morphosyntactic analysis of medical English based on the recognition of terminal suffixes as syntactic markers. In addition, certain suffixes convey semantic information about a semantic category to which a word may belong.The output of the morphosyntactic analysis provides the input for subsequent syntactic and semantic analysis on the sentence level.  相似文献   

Learning About Baby: What New Mothers Would Like to Know     

Margaret Barnes  Jan Pratt  Kathleen Finlayson  Mary Courtney  Barbara Pitt    Cheryl Knight 《The Journal of perinatal education》2008,17(3):33-41

As part of a larger research project to evaluate a new model of care for first-time mothers in a community health-care setting, this study aimed to identify the preparation and information needs of first-time mothers. All first-time mothers attending a selection of community child health centers in Brisbane, Australia, who presented with no overt risk factors and with a thriving child, were invited to participate in the study. Three months after mothers entered the service, data were collected via telephone survey (N = 151). In addition, focus group interviews were conducted 7–9 months following entry to the service (n = 8). Participants reported seeking information from a variety of sources during pregnancy. Few participants felt well prepared for managing either the physical or emotional experience of early mothering or the essential maternal and child health issues and common problems in the early months. Findings suggest that current approaches to care and education may not meet the needs of first-time mothers. Different approaches are suggested to enhance women's maternal competence during the first few months of becoming a new mother.  相似文献