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John M. Diaz Kevin D. Stallings Birendra KC 《Educational Research and Evaluation》2013,19(5-6):466-484
Partnership evaluation typically occurs during the final stages either to assess why a collaborative effort did not work or to identify the indicators of success. Partnerships are rarely evaluated at their incipient stage, which is a critical time to assess their potential for long-term sustainability. In this paper, we present an early-stage evaluative framework for assessing multi-institutional academic partnerships’ sustainability based on 3 dimensions: decision processes, problem orientation, and social capital. We apply the evaluative framework using case study research to the Renewable Energy Assessment (REA) Program, a workforce enhancement academic partnership that focuses on facilities and lands viability assessment. Using the evaluative framework, we identified critical elements present within and missing from the REA Program that could influence the partnership's long-term sustainability. This study demonstrates the need to conduct incipient stage and ongoing evaluations to foster partnership sustainability, and provides a framework for conducting such assessments. 相似文献
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OBJECTIVE: A model was examined in which the association between a parent's history of abuse and the parent's own abusive behavior toward his or her children was hypothesized to be mediated by parental psychopathology, early childbearing, and consistency of discipline. Additionally, the effect of severity of abuse on the likelihood of becoming abusive was examined. METHOD: Participants were 109 parents (G1) and their male children (G2) who were involved in a longitudinal study. The G1 parents reported on their own experiences of abuse when they were children. Ten years later, the G2 youths reported on the G1 parents' abusive behavior toward them. A number of other factors, including parental socioeconomic status (SES), antisocial behavior, depression and Post-traumatic Stress Disorder (PTSD), consistency of discipline, and the perceived early difficulty of the G2 children were measured. RESULTS: As reported by their own children, parents who reported having been abused in childhood were significantly more likely to engage in abusive behaviors toward the next generation. Findings indicated that abuse experienced by the parents, as well as consistency of discipline and depression plus PTSD, were predictive of parental abuse of the child. Contrary to hypotheses, the effects were not fully mediated. However, there were significant interactions between parental history of abuse and consistency of discipline, as well as abuse history and depression and PTSD. Parents who had experienced multiple acts of abuse and at least one physical impact were more likely to become abusive than were the other parents. CONCLUSIONS: The implications of these findings for preventive interventions are discussed. 相似文献
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也许你知道伦敦塔藏有无数文物珍宝,保存着英国历代王冠和王室珠宝;也许你听说过这里是全英国闹鬼传闻最多的地方,但你知道个中原因吗?这里曾经被用作监狱,无数皇亲国戚命丧于此。伦敦塔里到底藏着怎样的史实和谜题?住在这样一个地方又是怎样的感觉?想知道答案,伦敦塔守卫将为你一一道来。 相似文献
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Adverse Consequences of School Mobility for Children in Foster Care: A Prospective Longitudinal Study 
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下载免费PDF全文 Katherine C. Pears Hyoun K. Kim Rohanna Buchanan Philip A. Fisher 《Child development》2015,86(4):1210-1226
Few prospective studies have examined school mobility in children in foster care. This study described the school moves of 86 such children and 55 community comparison children (primarily Caucasian), living in a medium‐sized metropolitan area in the Pacific Northwest who were approximately 3 to 6 years old at the study start. Additionally, the effects of moves from kindergarten through Grade 2 on academic and socioemotional competence in Grades 3 through 5 were examined. A greater number of early school moves was associated with poorer later socoemotional competence and partially mediated the effects of maltreatment and out‐of‐home placement on socioemotional competence. This was the case only for children with poorer early learning skills in kindergarten. Implications for preventive intervention are discussed. 相似文献
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Katherine C. Pears Philip A. Fisher Hyoun K. Kim Jacqueline Bruce Cynthia V. Healey Karen Yoerger 《Early education and development》2013,24(6):771-791
Research Findings: School readiness is a strong predictor of adjustment in elementary school and beyond. Children in foster care are at particular risk for academic and social difficulties in school. Limitations in self-regulatory skills and caregiver involvement among these children might contribute to a lack of school readiness. This study presents the immediate effects on school readiness of a targeted, short-term intervention designed to improve children's early literacy, prosocial, and self-regulatory skills during the summer before kindergarten entry: Kids in Transition to School. Using a randomized controlled trial design, we assigned 192 children in foster care to either an intervention or services as usual comparison condition. Multimethod, multi-informant assessments were conducted immediately prior to and following the completion of the intervention. The results from structural equation modeling indicated that the intervention had significant positive effects on early literacy and self-regulatory skills. Practice or Policy: An efficacious, short-term, readily scalable, theoretically based intervention targeted at specific vulnerabilities for children in foster care may help to improve the school readiness and eventual school adjustment of these children. 相似文献
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Many people within and outside of higher education view honors programs as providing meaningful academic experiences that promote learning and growth for high-achieving students. To date, the research exploring the link between honors participation and college grades and retention has obtained mixed results; some of the seemingly conflicting findings may stem from the presence of methodological limitations, including the difficulty with adequately accounting for selection into honors programs. In addition, virtually no research has explored the conditions under which honors programs are most strongly related to desired outcomes. To provide a rigorous examination of the potential impact of this experience, this study conducted propensity score analyses with a large, multi-institutional, longitudinal sample of undergraduates at 4-year institutions. In the full sample, honors participation predicts greater college GPA and 4-year graduation, while it is unrelated to college satisfaction and retention. However, these results differ notably by institutional selectivity: Honors participation is associated with greater college GPA, retention to the third and fourth years of college, and 4-year graduation at less selective institutions, but it is significantly related only to GPA at more selective institutions. These relationships are also sometimes larger among students from historically underrepresented groups. 相似文献
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Deborah M. Capaldi Katherine C. Pears David C. R. Kerr Lee D. Owen Hyoun K. Kim 《Child development》2012,83(6):1945-1959
Three generations of participants were assessed over approximately 27 years, and intergenerational prediction models of growth in the third generation’s (G3) externalizing and internalizing problems across ages 3–9 years were examined. The sample included 103 fathers and mothers (G2), at least 1 parent (G1) for all of the G2 fathers (99 mothers, 72 fathers), and 185 G3 offspring (83 boys, 102 girls) of G2, with prospective data available on the G2 fathers beginning at age 9 years. Behavior of the G2 mother, along with father contact and mother age at birth were included in the models. Intergenerational associations in psychopathology were modest, and much of the transmission occurred via contextual risk within the family of procreation. 相似文献
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