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In the United States, research on child abuse and neglect is frequently criticized for being poorly performed and largely irrelevant to the important policy questions facing the field. Many of the problems plaguing research on child abuse and neglect are endemic to social science research generally, and this paper does not trod over such issues, which are well known and well described elsewhere. Instead, this paper describes how the inadequacy of definitions of “child abuse” and “child neglect” used by research studies places an additional—and largely unnoticed—burden on research, which aggravates the impact of these more general problems. Existing definitions of “child abuse” and “child neglect” fail to meet research needs because they lack: (1) comparability, (2) reliability, and (3) taxonomic delineation. As a result, they compromise the findings of incidence studies, sequelae studies, etiological studies, and program effectiveness studies. Therefore, if real progress is to be made in understanding child abuse and neglect, definitional issues must become an explicit methodological concern. Specifically, future research should include: (I) a careful determination of definitional needs, (2) the development of operational definitions to meet those needs, and (3) the circumspect statement of findings based on the limitations imposed by such definitions. 相似文献
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Charles F. Thwing LL.D. 《Religious education (Chicago, Ill.)》2013,108(2):99-103
In the last issue of RELIGIOUS EDUCATION considerable space was devoted to the subject of student values. In connection with this study, religious leaders on a number of selected campuses were asked to comment on the situation with respect to values among the students with whom they are working. Comments from Harvard University, Hunter College and Ohio State University were published in that issue. The following two additional articles represent the Woman's College of the University of North Carolina and Marquette University. 相似文献
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William De Witt Hyde LL.D. 《Religious education (Chicago, Ill.)》2013,108(2):112-120
There are new ways to deal with the Bible in order that children and adolescents may find its compelling meaning in today's world. Professor Neidhart's approach is an important one 相似文献
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This article describes six constitutive “senses” of the “Christian educator's imagination.” These dispositions toward knowing, being, and doing characterize competent leadership in educational ministry. They include a sense for vocational empowerment, a sense for teaching and learning, a sense for seeking God's presence; a sense for the contours of one's own soul, a sense for “what makes persons’ tick, and a sense for institutional leadership. The author contends that scholars of Christian religious education should seek to cultivate these senses in their students. 相似文献
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THE NATURE AND SCOPE OF CHURCH LEADERSHIP IN THE FIELD OF EDUCATION FROM THE SUNDAY‐SCHOOL VIEWPOINT
George A. Coe LL. D. 《Religious education (Chicago, Ill.)》2013,108(5):476-479
Dorothy Day's love of the poor originated from reading novels that portrayed the poor as persons worthy of respect. This article explores how Day's reading novels opened her mind and heart to the realities of poverty. The methodology is literature-based. Dorothy Day's autobiography reveals the novelists who captivated her mind and cultivated a religious heart: Charles Dickens, Upton Sinclair, Jack London, and the Russian authors Fyodor Dostoyevsky and Leo Tolstoy. As a journalist and writer, Day described how the poor struggled to survive and how love is needed to counter the challenges that poverty presents. Finally, two novels by authors favored by Day will serve as examples for educating young adults religiously and encouraging love for the poor. 相似文献
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W. O. Thompson LL.D. 《Religious education (Chicago, Ill.)》2013,108(4):339-345
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