Risk factors for infant maltreatment: a population-based study     

Wu SS  Ma CX  Carter RL  Ariet M  Feaver EA  Resnick MB  Roth J 《Child abuse & neglect》2004,28(12):1253-1264

CONTEXT: Of the approximately 900,000 children who were determined to be victims of abuse or neglect by US child protective services in 2002, the birth-to-3 age group had the highest rate of victimization (1.6%) and children younger than 1 accounted for the largest percentage of victims (9.6%). OBJECTIVE: To identify perinatal and sociodemographic risk factors associated with maltreatment of infants up to 1 year of age. DESIGN AND SETTING: Observational cohort study. PARTICIPANTS: 189,055 children born in 1996 in Florida. MAIN OUTCOME MEASURE: Infant maltreatment, defined as a verified report of abuse, neglect, or threatened harm that occurred between day 3 of life and 1 year. RESULTS: 1,602 children (.85%) of the 1996 birth cohort had verified instances of maltreatment by age 1. Of 15 perinatal and sociodemographic variables studied, 11 were found to be significantly related to infant maltreatment. Five factors had adjusted relative risks (RR) of two or greater: Mother smoked during pregnancy (RR 2.8); more than two siblings (RR 2.7); Medicaid beneficiary (RR 2.1); unmarried marital status (RR 2.0); low birth weight infant (RR 2.0). Infants who had four of these five risk factors had a maltreatment rate seven times higher than the population average. CONCLUSIONS: Data on nearly all risk factors found to be significantly associated with infant maltreatment are available on the birth certificate. Such information can be incorporated into a population-based risk-assessment tool that could identify subpopulations at highest risk for infant maltreatment. Because resources are limited, these groups should be given priority for enrollment in child abuse prevention programs.  相似文献   

Editorial Power/Authorial Suffering     

Roth  Wolff-Michael 《Research in Science Education》2002,32(2):215-240

In this article, I analyse the publish or perish enterprise and in particular the origins of editorial power/knowledge. My actor-network analysis shows how tenure, promotion, and salary decisions apparently unrelated to editorial decisions are important elements that accrue power/knowledge to editors of particular journals. What my actor-network analysis does not show, and which I therefore analyse from a subject-centred perspective, is the other side of editorial power/knowledge: authorial suffering. I suggest that the structure of our science education discipline necessitates a particular commitment to the responsibilities and obligations of editors and reviewers to the authors, particularly the newcomers, and therefore to the production and reproduction of science education.  相似文献   

Data and graph interpretation practices among preservice science teachers     

G. Michael Bowen  Wolff‐Michael Roth 《科学教学研究杂志》2005,42(10):1063-1088

The interpretation of data and construction and interpretation of graphs are central practices in science, which, according to recent reform documents, science and mathematics teachers are expected to foster in their classrooms. However, are (preservice) science teachers prepared to teach inquiry with the purpose of transforming and analyzing data, and interpreting graphical representations? That is, are preservice science teachers prepared to teach data analysis and graph interpretation practices that scientists use by default in their everyday work? The present study was designed to answer these and related questions. We investigated the responses of preservice elementary and secondary science teachers to data and graph interpretation tasks. Our investigation shows that, despite considerable preparation, and for many, despite bachelor of science degrees, preservice teachers do not enact the (“authentic”) practices that scientists routinely do when asked to interpret data or graphs. Detailed analyses are provided of what data and graph interpretation practices actually were enacted. We conclude that traditional schooling emphasizes particular beliefs in the mathematical nature of the universe that make it difficult for many individuals to deal with data possessing the random variation found in measurements of natural phenomena. The results suggest that preservice teachers need more experience in engaging in data and graph interpretation practices originating in activities that provide the degree of variation in and complexity of data present in realistic investigations. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1063–1088, 2005  相似文献   

Learning resource directors,what are you hustling today?     

Charles F. Roth 《TechTrends》1989,34(4):41-42

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Discourses and Subjectivities of the Gendered Teacher     

J. Camille Cammack  Donna Kalmbach Phillips 《Gender and education》2002,14(2):123-133

In this study, the authors ask the question, 'What does it mean to wear the labels "teacher" and "female"?' Eighteen Master of Arts in Teaching students volunteered to participate in a Gender Issues Seminar at a large US public state university. Their language, recorded through audio-recordings, response journals, and autobiographical webs become the basis for analysis. Applying post-structural feminist theory, the authors identify powerful discourses determining what it means to be 'female' and 'teacher.' The study illustrates how the discourse of teaching as acceptable women's work and the discourse of patriarchy work upon the subjectivity of women as they struggle with what it means to be teacher/woman. The authors then partially deconstruct these discourses, considering implications for teacher educators.  相似文献   

Mathematization of experience in a grade 8 open-inquiry environment: An introduction to the representational practices of science     

Wolff-Michael Roth  G. Michael Bowen 《科学教学研究杂志》1994,31(3):293-318

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Learning Environments Research,Lifeworld Analysis,and Solidarity in Practice     

Roth  Wolff-Michael 《Learning Environments Research》1999,2(3):225-247

Learning environments research is generally premised on an assumption that something like an environment independent of the individual can be identified. However, research in many disciplines questions this assumption. I outline here a phenomenological perspective of theorizing the environments in which we act and to which we react, our individual lifeworlds. Lifeworld analysis requires a sense of solidarity. Because it allows an understanding of the world of the Other, it constitutes a lens particularly important and useful in teaching as praxis. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Teacher-as-Researcher Reform: Student Achievement and Perceptions of Learning Environment     

Roth  Wolff-Michael 《Learning Environments Research》1998,1(1):75-93

This study reports the results of a research project conducted as part of high school teachers' efforts to bring about reform of science education in their school. Two classes of Grade 8 students (N = 43) taught by the same teacher were monitored in terms of students' perceptions of their learning environment, achievement levels, and conceptual understanding of research. Quantitative methods (questionnaire, tests and examinations, GPA) and qualitative methods (interviews, videotaped lessons, artifacts) were combined while the learning environment was changed to a student-centered open inquiry format. Not unexpectedly, relationships between the Autonomy and Student-Centeredness scales of the Constructivist Learning Environment Survey (CLES) and immediate (unit test) and delays post-tests (examination subsection) were detected. On the other hand, although student-student interactions in small-groups and whole-class sessions were a significant part of the learning environment, the Negotiation scale was not related to achievement. Three case studies of representative students (in terms of achievement and perceptions of the learning environment) are featured, further underscoring the importance of monitoring reform of teaching at the classroom level.  相似文献   

An Assessment of Environmental Literacy and Analysis of Predictors of Responsible Environmental Behaviour Held by Secondary Teachers in the Hualien Area of Taiwan     

Shih‐Jang Hsu  Robert E. Roth 《Environmental Education Research》1998,4(3):229-249

This study assessed teachers' environmental literacy and analysed predictors of teachers' responsible environmental behaviour (REB). A nine page instrument was administered by mailed questionnaire to 300 randomly selected secondary teachers in the Hualien area of Taiwan with a 52.3% effective response rate. As a result of stepwise multiple regression analyses, the most parsimonious set of predictors of REB for all teachers included: perceived knowledge of environmental action strategies (KNOW), intention to act, area of residence and perceived skill in using environmental action strategies (SKILL, total r² = 0.3867). For urban teachers, the most parsimonious set of predictors included: intention to act, SKILL, major sources of environmental information and membership in environmental organisations (total r² = 0.4711). For rural teachers, the most parsimonious set of predictors included: KNOW, intention to act and perceived knowledge of environmental problems and issues (total r² = 0.3200). Implications for programme development and instructional practice are presented. Recommendations for further research are also provided.  相似文献   

Four dialogues and metalogues about the nature of science     

Professor Wolff-Michael Roth  Campbell J. McRobbie  Keith B. Lucas 《Research in Science Education》1998,28(1):107-118

We analyse and explore, in the form of dialogues and metalogues questions about the dialogic nature of beliefs and students belief talk about the nature of science and scientific knowledge. Following recent advances in discursive psychology, this study focuses not on students' claims but on the discursive resources and dialogical practices that support the particular claims they make. We argue that students' discourse is better understood as a textual bricolage that is sensitive to conversational context, common sense, interpretive repertoires, and textual resources available in the conversational situation. Our text is reflexive as it embodies the discursive construction of knowledge and undercuts any claims to authoritative knowledge. The very conception of “belief” is itself an expression or construction from within the mundane idiom.... We learn to use “belief” in conditions when the “objective facts” are unknown or problematic and we want to indicate the tenuous character of our claim.... The notion of “real world” or “objective reality” is embedded in an extensive, pervasive language game which includes as an intelligible move or possibility the use of the very concept of “belief” itself. (Pollner, 1987, p. 21)  相似文献