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The goals of Child Development's new From Another Perspective format are discussed, and an overview of the content of the inaugural From Another Perspective collection on child care effects is provided. The two lead articles suggest, respectively, that long hours in child care are related to children's later behavior problems and that child care may be physiologically challenging for young children. Commentaries focus on the need to examine a range of additional factors before drawing definitive conclusions about cause and effect. Among the issues discussed in the commentaries are the need to account for context, individual differences among children, and methodological challenges. The introductory editorial also overviews policy implications and directions for future research.  相似文献   

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Drawing upon the notions of academic capitalism and the transformation of academic research from traditional academic orientation into market orientation, the paper sets out to empirically scrutinize the changing nature of academic research, focusing especially on disciplinary differences. The paper is based on a survey of heads of departments and research units at Finnish universities representing all disciplinary groups (n = 255) and on in-depth interviews with Finnish academics (n = 31) in the fields of humanities, social sciences, technology and natural sciences. Based on the survey data, the funding, selection of research topics, collaboration partners, audiences and publication forums in research are analysed. Following this, five research markets are discerned: academic, corporate, policy, professional and public market, each characterized by its own values and rationality as to what is considered the reference group, basic objective and outcome of research. The paper concludes that the transformation thesis needs to be revisited and specified since on the one hand, academic orientation still remains crucially important in all disciplinary groups, and on the other hand, market orientation entails several kinds of markets, pointing to the versatility of the university–society relationship.  相似文献   

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Revisiting emancipatory teacher research: a psychoanalytic perspective   总被引:1,自引:0,他引:1  
This paper addresses the issue of how human beings construct themselves as subjects and the parameters within which this is achieved. We question models in which idealism shapes the trajectory of identity formation and consider how identity might be seen alternatively as a somewhat awkward amalgam of identifications with diverse discursive domains. The particular focus is on teachers conducting ‘emancipatory’ practitioner research and on how the researcher understands his/her interface with the situation he/she is researching. We survey a range of theoretical models as offered by some leading writers, with particular reference to Jacques Lacan, and consider each in relation to how the teacher researcher might be understood. We provide as an example an account of one teacher researcher examining issues of ethnicity and gender in her secondary school French classes.  相似文献   

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Child abuse: A study of the child''s perspective   总被引:1,自引:0,他引:1  
This study ascertained the child's response to various types of abuse and neglect. With interviews and questionnaires for the staff of a child psychiatric unit, the mothers and the children involved, we assessed the severity, frequency and duration of physical abuse, verbal abuse, physical neglect, emotional neglect or sexual abuse of children. The physically abused children accepted blame for mild but not severe mistreatment. Verbally and sexually abused children did not believe it was their fault if the mistreatment was moderately extensive but did if it was mild or severe. The relationship between extent of abuse and blame was less clear for neglect, but children usually though it was their fault. Verbal and sexual abuse appeared to have a greater impact on the children's perception of themselves and the world. Verbally abused children were more angry and more pessimistic about their future. Although physical abuse appeared to make some children feel they were unwanted at birth, how much the mother wanted her children was not related to the extent of any type of abuse. Both the type and extent of mistreatment appear to have different effects on the child's subjective experience. The use of the visual analogue scale in this study made it possible to differentiate a continuum of severity and frequency of five types of mistreatment without the need for definition.  相似文献   

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Although all industrialized countries regulate early childhood education and care establishaments, regulatory regimes differ substantially. Early childhood education and care regulation is provider-focused in France and Germany, child-focused in Sweden, and facility-focused in the United States. Regulatory enforcement also varies sharply, with France, Germany, and Sweden stressing technical assistance, while the United States stresses compliance. A review of controversies reveals opportunities for cross-national learning and for regulatory reform.  相似文献   

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Kenya—East African nation of big game, tourism, thorn trees, and white sand beaches—is facing a new challenge in preschool education. With nearly 20 percent of the children under five in some type of child care situation, it is possible that everyday preschool experiences may be leading children either closer to, or away from, the values of their parents. The test for this relatively new nation is to find the proper balance between the goals of the preschool and the values of both traditional and modernized parents. It is a topic of equal importance in any nation where a great many preschoolers are cared for by persons other than their parents.  相似文献   

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This article raises the question of how to conceive of religious education as a research discipline. The theory of activity systems is used in an analysis of the relationship between theory and practice, the systems of research and the systems of school. The author argues for a dialectical relationship between research and school practice, where understandings of school practice may enable theoretical expansion and where the language used in the field of research may give renewed understanding to the field of practice.  相似文献   

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International Journal for Educational and Vocational Guidance - Using social-cognitive career theory as a framework, we investigated whether research self-efficacy and outcome expectations mediated...  相似文献   

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This paper was developed in response to the article titled, “A design framework for enhancing engagement in student-centered learning: Own it, learn it, share it,” by Eunbae Lee and Michael J. Hannafin (2016). Their work is examined through a research perspective. The authors’ discovery of the lack of a comprehensive framework to guide the design, development, and implementation of student-centered learning prompted them to develop the model. The result advances a three-stage model known as, Own It, Learn It, and Share It. The impact of the model can be understood through the simplicity of the OLSit model by how it affords educators a clear pathway for transforming instructional planning. Given the many uncertainties associated with the “shift to digital” as a result of COVID-19, the OLSit model is very applicable for action research by teachers, student teachers, and teacher educators. A critique of the model is provided along with suggested applications to extend the OLSit research base.

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Child care subsidies are an important part of federal and state efforts to move welfare recipients into employment. One of the criticisms of the current subsidy system, however, is that it overemphasizes work and does little to encourage parents to purchase high-quality child care. Consequently, there are reasons to be concerned about the implications of child care subsidies for child development. In this paper, we provide a systematic assessment of the association between subsidy receipt and a wide range of child outcomes. Drawing on rich data from the Early Childhood Longitudinal Study, we document a negative relationship between child care subsidies and child development. In particular, our results suggest that subsidy receipt in the year before kindergarten is associated with lower reading and math test scores and greater behavior problems at kindergarten entry. Some of these negative effects persist until the end of kindergarten. A potential explanation for the poorer outcomes is that subsidized children are more likely to receive intense exposure to low-quality child care.  相似文献   

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