Analysis and treatment of child abuse: A set of behavioral propositions

Five propositions are presented to suggest the potential of a behavioral approach to the understanding and treatment of child abuse. Each proposition deals with an important source of child abuse: (a) ineffective child management techniques; (b) deliberately punitive child rearing practices; (c) impulsive acts by the parent triggered by the child; (d) high levels of stress; and (e) negative attitude toward the child. For each proposition we discuss supportive findings from both child abuse and general psychological research as well as the additional information that would be needed in order to obtain a better functional analysis of clinical cases. Based on this discussion, behavioral therapy strategies are proposed with special attention being given to the various measures needed to evaluate the effectiveness of treatment programs.     

Digital Explanation as Assessment in University Science

Research in Science Education - Assessments in tertiary science subjects typically assess content knowledge, and there is current need to both develop and assess different forms of knowledge and...     

The Role of Values in Preservice Teachers' Decision to Teach

The current study explored the values preservice teachers use as motivation for pursuing a teaching career. Preservice teachers (N = 97) from a large Northeastern urban university were chosen to complete a survey measuring personal utility value, social utility value, and epistemic value. Data analysis was conducted using exploratory factor analysis, correlations, multivariate analysis of variance (MANOVA), and multivariate analysis of covariance (MANCOVA). Results indicated moderate and significant correlations among subscales; a two-group MANOVA demonstrated that females were rated higher on the subscale desire to work with children/adolescents and Secondary Education participants rated highest on social contribution; and a MANCOVA using sex as the covariate demonstrated that participants pursuing Early Childhood Education were rated higher on the personal utility value main scale and the time for family and job transferability subscales.     

Erratum to: Urban High School Student Engagement through CincySTEM iTEST Projects

Journal of Science Education and Technology -     

Editorial

Ohne Zusammenfassung

---

Editorial

     

Ethnically Speaking

Today more than ever, as citizens of the world face unknown threats and seemingly irresoluble, disparate philosophical views, examination of ethical issues is essential. In our technological age, educators and researchers in the field of educational technology bear the responsibility for engaging in thoughtful debates about topical issues that call for rationale judgements. Teachers from K-university levels can contribute to such endeavors by encouraging discussions among their students about personal and social responsibility within and across cultures. These resources are but one beginning. Scholarly commentary related to this effort is welcome.     

Visual discrimination learning and memory in nocturnal prosimians

The ability of two nocturnal prosimians—greater galago and slow loris—to learn and to remember two-dimensional black-white pattern discriminations was investigated. There was no significant species difference. Both were found to be: sensitive to the number of visual cues available, able to benefit from repeated exposure to similar problems, capable of retaining previously learned material over a long period of time. Although they are individually quite variable in performance, these primitive primates are by no means untrainable on visual discrimination problems, as previous reports have suggested.     

Social and dimensional comparison effects on academic self-concepts and self-perceptions of effort in elementary school children

By focusing on the domains of math and German, the present study with 200 elementary school children investigated the specific relationships of self-reported grades with academic self-concepts and self-perceptions of effort within the competence-affective separation of academic self-concepts. In addition, possible mediator effects of academic self-concepts were explored. In both domains, self-reported grades positively predicted academic self-concepts of corresponding domains, which, in turn, positively predicted self-perceptions of effort of corresponding domains. However, there were no negative cross-domain achievement effects on academic self-concepts and no negative cross-domain self-concept effects on self-perceptions of effort. Both academic self-concepts mediated the effects from self-reported grades to self-perceptions of effort in corresponding domains. This research indicates that children’s self-perceptions of effort can be inferred by their competence and affective self-concepts.

• Highlights

• Self-reported grades positively predict academic self-concepts of corresponding domains.

• Academic self-concepts positively predict self-perceptions of effort of corresponding domains.

• There are no negative cross-domain achievement effects on academic self-concepts and no cross-domain self-concept effects on self-perceptions of effort.

• Academic self-concepts mediate the effects from self-reported grades to self-perceptions of effort in corresponding domains.