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161.
Ryan G 《Child abuse & neglect》2000,24(1):33-48
OBJECTIVE: One goal of the Kempe Center's Perpetration Prevention Program has been to increase the awareness and competence of professionals and parents in understanding and responding to the sexual behaviors of children in order to reduce the risk of children developing sexually abusive patterns of behavior. A decade of exploration and the development of curricula is reviewed in this paper. METHOD: The evolving body of literature relevant to childhood sexuality and sexually abusive behaviors in childhood was reviewed. Several new sources of information and development of a teaching model for adults are described. RESULTS: Children engage in a wide range of sexual behaviors, some of which may be observed by or reported to adults. Research encompassing diverse samples and methods converges to describe what is developmentally expected and what might be problematic. Professionals need to be trained to evaluate and respond to these behaviors objectively, without relying on the personal beliefs or values of individuals. CONCLUSION: Children have a legitimate need for validation and correction of sexual learning. Adults often have not been trained to respond consistently to children's behaviors, but are eager to obtain more information. 相似文献
162.
Grace L. Francis Elizabeth Fuchs Andrew D. Johnson Sarah Gordon Amber Grant 《Psychology in the schools》2016,53(10):1045-1056
Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent‐professional partnerships could significantly enhance long‐term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent‐professional partnerships through parent involvement and support. 相似文献
163.
164.
The purpose of this study was to investigate the hypothesis that the manner in which a reading disability is defined will influence the conclusions that are made about the characteristics of the disability. To test this hypothesis, learning disabled and normally achieving children, aged 6 to 14, were administered tasks measuring grammatical, shortterm memory, phonological, reading, and visual-spatial skills. The poor readers were divided into groups of poor readers with
These children were compared with children who had normal reading scores. Children with deficits in phonics and/or word recognition scored significantly below normal on all the cognitive tests, except some of the visual-spatial tasks. Reading comprehension difficulties were characterized by average phonics, word recognition, and language skills but below average scores on some memory tasks. Slow readers had cognitive profiles similar to the normal children. The presence of a deficit in phonics and/or word recognition constituted the basis of the most serious impairment of language and memory functioning. Reading disabled children, defined in this manner, appear to be reasonably homogeneous in regard to the presence of language and memory problem. There does not appear to be evidence for a distinctive non-language impaired subtype within this type of reading disability. Children with low comprehension scores and/or slow readers did not have language problems. The definition of a reading disability appears to determine the subtypes and characteristics of reading disability that will emerge. 相似文献
1. | inadequate phonics skills, |
2. | inadequate word recognition skills, |
3. | adequate word recognition skills but low reading comprehension scores, and |
4. | adequate word recognition scores but a slow reading speed. |
165.
Ann Marie Ryan 《Paedagogica Historica: International Journal of the History of Education》2019,55(3):416-428
ABSTRACTIn the early twentieth century in the United States, Roman Catholic schools grew in number and became increasingly regulated by state departments of education. This led to the increased influence of public school reform movements in Catholic schools. Some Catholic educators questioned these movements, while others embraced them. Educational measurement strategies, such as IQ and standardised testing, gained support from women religious orders and congregations, who made up the majority of the Catholic teaching force. For pragmatic reasons, they saw some value in the promises of modern educational science for teaching and learning. This practice, however, put them at odds with some of the beliefs and values of their Church. This study demonstrates how Catholic sister teachers attempted to shape the debate on the introduction and use of reform strategies like IQ and standardised testing. It also examines how Catholic sister teachers made use of Catholic beliefs and values to make arguments in favour of IQ and standardised testing in Catholic schools. Using agreed upon Catholic religious tenets and working within their gendered reality, Catholic sister teachers demonstrated how they tried to convince their colleagues, male and female, to come to an understanding around the use of educational measurement. 相似文献
166.
167.
Francis Wardle 《Early Childhood Education Journal》1998,26(1):7-11
Early childhood programs have been in the forefront of implementing a multiracial curriculum. Early childhood educators need to extend these approaches to support and embrace multiracial and multiethnic children. These are children whose biological parents crossed traditional U.S. Census categories to have children. To meet the unique needs of these children and their families, early childhood educators need to engage in staff training, provide classroom materials, work closely with parents, and challenge the single race approach to multicultural education. 相似文献
168.
Francis Lopez‐Real 《Assessment & Evaluation in Higher Education》1999,24(1):67-79
This paper discusses the problem of discriminating between individual contributions in the assessment of group projects. It is argued that peer assessment is a necessary element of any proposed structure but that the use of any ‘weighting‐factor’ system is contrary to the philosophy underpinning collaborative groupwork. A structure that separates the process and product elements of the assessment is described and a set of generic criteria for the process peer assessment identified. This structure was implemented with a group of students at Hong Kong University and evaluated using questionnaires and in‐depth interviews. The paper discusses the results of this evaluation and in particular identifies the need for ‘benchmarking’ when using the criteria and also the problematic nature of the ‘insider‐outsider’ syndrome as an important cultural factor. 相似文献
169.
The authors detail the development of an on‐line course, “Marketing Theory and Practice On‐line” (MTPO) as part of the charter‐mandated commitment of Monash University of Australia to deliver quality flexible education transnationally. The course, that is now offered to both on‐campus and distance education students, uses a full range of media and computer technologies, including the Internet, e‐mail, bulletin boards, on‐line library facilities, video animations, and hypertext. The guiding principles for the development of the course were that the methodology must enrich the learning experience; the communication shell must enrich a scholarly environment; and the subject development should encourage and facilitate new opportunities. The ultimate aim is to utilize MTPO as the basis for international collaboration and to use the collaboration in question to develop a stronger intellectual package with specialist marketing subjects at both the undergraduate and the postgraduate levels. 相似文献
170.