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31.
OBJECTIVE: Drawing from stress-vulnerability and trauma theory (e.g., Rorty & Yager, 1996), this paper presents a model of associations among child emotional abuse (CEA), alexithymia, general distress (GD), and disordered eating (DE). This study extended previous research on psychological outcomes of child physical and sexual abuse to explore those of CEA using measures of specific emotionally abusive acts. METHOD: Five hundred and eighty-eight female university students completed self-report surveys consisting of measures of CEA, alexithymia, depression, anxiety, and DE. Structural equation modeling was used to test this conceptual model. RESULTS: Comparison between measurement models suggested that bulimic behavior is a separate construct from restrictive eating behaviors and body dissatisfaction. In the structural model with the best fit, the association between CEA and DE was mediated by alexithymia and GD (i.e., a component of depression and anxiety). Specifically, CEA was associated with alexithymia, which was further related to GD. Then, restrictive eating behaviors and attitudes mediated the relation between GD and bulimic behaviors. By analyzing a second, nested model, this latter pathway was shown to be important. CONCLUSION: While the best-fitting model is only one of many possibilities, these results point to a weak-but significant-complex relation between CEA and DE. They are associated through a series of mediating relations in a multivariate model including alexithymia and GD. The current study supports research suggesting that child emotional abuse can have a negative impact on its survivors. Treatment of those survivors manifesting disordered eating should be holistic, as opposed to targeted towards specific symptoms. 相似文献
32.
Isabel Killoran Dorothy Tymon George Frempong 《International Journal of Inclusive Education》2013,17(1):81-95
A current objective in Canada is a provision of childcare services for all children. This objective has not been achieved as many children, especially those with disabilities, are often denied services from publicly funded daycare centres. The authors argue that policy discussions framed from an inclusive perspective provide a better understanding of how the Ontario child care system should function to ensure daycare services for children of disabilities. They interviewed the directors of 354 licensed preschools in Toronto about the inclusion of children with disabilities into their centres. Analysis revealed that only 2.4% of the students in these centres were identified as having a disability; the two most frequently identified disabilities were Autism Spectrum Disorders and speech and language disorders. The majority of directors stated that they would turn away a child because of a disability. The centres that were most inclusive had service providers come into the centre, but very few (17%) of these centres had resource teachers as support. The analysis further indicates a large number of centres that currently are not identified as capable of providing special need services and are not directly operated by the Ministry of Education. With staff development and funding, these centres have the potential to provide services to children of disabilities. 相似文献
33.
Dorothy Watt 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):13-18
This paper reports the evaluation of a small scale pilot mentoring scheme developed by a University Faculty of Education and some of its link primary schools to illuminate how the initiative might most profitably be developed in future years. This evaluation focused on the perceptions of all the parties involved in the mentoring (Head teachers, mentors, class teachers, students and link tutors) about their roles. Some suggestions are made about how the scheme might be developed in the future. 相似文献
34.
Wendy M. Smith-D'Arezzo Dorothy Jean Yocom 《Community College Journal of Research & Practice》2013,37(5):395-409
ABSTRACT This article describes the process of integrating special-education content into 2 delivery models used in 2 different general-education teacher-preparation programs for elementary-education majors at the University of Wyoming and Casper (Community) College. One program was the traditional 4- year undergraduate elementary-teacher preparation program; the other was a creative and resourceful way of offering the same program at one of the state's community colleges. The models were based on theoretical and practical applications of current teaching practices. These included the integration of special-education students into the general-education classroom. Students' reactions to what they were learning and implications for practice are included. 相似文献
35.
Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, decoding, or regular word reading. Consistent with these data, children with poor reading comprehension exhibited oral vocabulary weaknesses and read fewer exception words correctly. These findings demonstrate that oral vocabulary is associated with some, but not all, reading skills. Results are discussed in terms of current models of reading development. 相似文献
36.
This paper examines alternative attitudes to internationalisation, using Australia and Finland as case studies. In Australia,
the principal thrust of “internationalisation” has been one of the export of educational services. The fees paid by the majority
of the 84 000 international university students have become a critical part of the funding of Australia’s university system.
In Finland, universities continue to be funded almost exclusively through government grants, and official philosophy towards
the internationalisation of higher education differs from the more direct economic Australian model. Comparative philosophy,
mobility and comparative numbers are considered.
This revised version was published online in June 2006 with corrections to the Cover Date. 相似文献
37.
Stephen Dobson 《Assessment & Evaluation in Higher Education》2008,33(3):277-288
The argument made in this essay is that it is necessary to theorize a form of assessment—the academic viva in higher education. It is threatened with extinction because of its high cost compared with written exams, multiple choice and other forms of assessment. However, little empirical research, both in Norway and internationally, has been undertaken to reveal what is actually going on in the viva. This has partly been because it has been difficult to gain access to systematically observe the viva examination as it takes place. In the qualitative research presented by the author, on the higher education viva in Norway, permission was obtained to film a number of master’s in education vivas where candidates defended 50,000‐word dissertations. Three research questions were asked: how was the viva talked into being, what kinds of judgements were made by examiners, and, lastly, what would a validity argument look like for the viva? Answering these research questions moves some way to proposing a theory of the viva and hence providing a foundation for determining whether its continued existence is legitimate, at least from a theoretical and qualitatively researched point of view. 相似文献
38.
Mark Wyatt Dorothy Constantino Corinne Cox Kristy Gilkes Serena Thompson Rachael Tiller 《Changing English: An International Journal of English Teaching》2016,23(1):22-41
Though there is little in the literature on the teaching of the history of English, criticism of textbooks which over-simplify the story as the rise of the standard variety has been more vocal of late. Meanwhile, some academics have argued for focusing teaching on the analysis of texts. This article reports on a unit/module taught at a British university that makes the analysis of texts central to teaching and assessment. It sets out to demonstrate what can be learned from approaching the subject in this way by presenting composite textual analyses created by the first-named author drawing on the work of his co-authors (five of his final-year undergraduate students). This was for two assignments, one focusing on an Early Modern English text and the other a more contemporary piece. A discussion highlights the benefits of making the analysis of texts central to the unit, and considers practical applications for teachers of the subject in other parts of the world. 相似文献
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