Acquiring a Naive Theory of Kinship through Inference

The present study focused on how children acquire a naive theory of kinship. Young children appear to have theoretical beliefs about the biological meaning of kinship relations. It was argued here that these beliefs reflect inductive inferences from simple facts about prenatal growth (e.g, where babies grow). An informal model of the inferences linking facts to theory was proposed and tested. In Experiment 1, 4–7-year-olds who knew the basic facts of prenatal growth were most likely to also express the naive theory of kinship. Virtually none of the children who expressed the theory were unaware of the basic facts. In Experiment 2, teaching the facts to a sample of preschoolers led to some increase in their acceptance of the kinship theory. Overall, the results implicate a type of theory building that involves inferences from preexisting knowledge rather than structural change, use of analogy, or acquisition of new knowledge.     

What Canadian youth tell us about disclosing abuse

ObjectiveTo report findings from a study of anonymous disclosures of abuse experiences among a national sample of youth in Canada who participated in violence prevention programming.MethodsA qualitative analysis was done of a purposeful sample of 1,099 evaluation forms completed following Red Cross RespectED violence prevention programming delivered between 2000 and 2003. Forms were selected based on program facilitators identifying voluntary, anonymous disclosures by youth participants of neglect and emotional, physical, and sexual abuse. Additional data for this analysis includes 27 interviews and focus groups that were used to understand the context of these disclosures and to engage the help of youth and program facilitators in the interpretation of findings.ResultsWhile this study is exploratory and non-representative in its design, findings suggest high rates of hidden abuse, with less than a quarter of youth with abuse experiences reporting a disclosure. Disclosure patterns vary with boys, youth aged 14–15, victims of physical abuse, and those abused by a family member being most likely to disclose to professionals or the police. Interviews help to explain the large number of youth who express reticence to disclose to professionals. Specifically, the data show a perception among youth of negative consequences following disclosure.ConclusionsThis data raises questions regarding why youth are reluctant to report abuse to professionals, preferring to cope independently or by confiding in peers. Youth in this study report feeling anxious about disclosing to authorities, fearful of the potential loss of control over decisions which affect them.Practice implicationsFindings suggest that professionals who provide support to young people's own networks of family and friends may help to facilitate youths’ disclosures of abuse. Furthermore, prevention programming that promotes a positive attitude towards disclosure of abuse experiences and provides an anonymous forum (such as an evaluation form) in which to do so is likely to encourage more young people to disclose.     

Phenomenological Aspects of Ecosystemics

This paper outlines key ideas in phenomenology and phenomenological psychology in order to clarify some of the processes which are used in ecosystemics. Occasionally writers take the view that a phenomenological approach indicates simply that we are concerned with an individual's experiences or that we are dealing with subjective perspectives. This paper shows that the important theoretical perspectives and specific techniques of phenomenological psychology provide the basis for important aspects of the ecosystemic approach.     

The Unification of Post-Compulsory Education: Towards a Conceptual Framework

The drive to 'unify'post-compulsory education and training systems is one of the most important current developments in education policy. However the concept of 'unification' lacks clarity, is not widely recognised, and is pursued through different measures in different countries. In this paper we propose a conceptual framework with which to analyse the different meanings of and debates about unification. Using England and Scotland as examples, we show how the framework may be used to analyse existing systems, reform strategies, and processes and pressures for change. The framework is exploratory and will need to be tested and developed in relation to a wider variety of education systems.     

A Comparison between Inspection Reports on the Management of School Attendance Throughout the Education Service

This is the first article to compare and contrast the outcomes of Office for Standards in Education (Ofsted) reports on the management of school attendance issues in primary and secondary schools, out-of-school and local education authorities (LEA) provision. The findings indicate that schools and LEAs are judged using very strict criteria based on a school's or LEA's authorized or unauthorized rates of attendance, which are then compared with national norms, targets and Ofsted criteria. By contrast, out-of-school providers, often pupil referral units (PRUs), are given much more latitude despite their more obvious and serious attendance difficulties. This paper presents an insight into the reasons given by Ofsted inspectors for making either their positive or negative judgements on schools', PRUs' or LEAs' performances on the management of their attendance agenda. The implications of these findings are considered and conclusions drawn based on the evidence. Further research will be necessary to compare the findings in this paper with subsequent outcomes given the proposed changes with Ofsted's methodology and criteria for conducting its future inspections.     

Discipline knowledge and confidence to teach science: self-perceptions of primary teacher education students

There has been renewed debate in recent years about the relatively poor science discipline background knowledge of primary and preschool teachers, and their lack of confidence to teach science stemming from this. A reaction from teacher educators, such as recommended by theDiscipline Review of Teacher Education in Mathematics and Science Report, has been to provide more explicit science discipline units in pre-service teacher education courses. However, a few studies have cast some doubt on the notion that more science discipline studies (Skamp, 1989; Stepans & McCormack, 1985). This paper reports on pre-service students' perceptions of their cofidence to teach science before and after a science education unit adapted from the PECSTEP work (Kirkwood, Bearlin & Hardy, 1989), which included only a small amount of physical science, and took an explicit gender approach emphasising the students as learners. Specializations: primary teacher education, teaching strategies in science.     

《光电子学中电磁场理论》研究生课程教学的思考

研究生课程教学是研究生培养的重要环节。搞好研究生专业基础课程建设,必须准确把握课程建设的目标和定位,合理设置研究生专业基础课程教学内容,并且注重在专业基础课程教学中培养研究生的创新思维和学术能力。     

Differences in science students' view of ideal and actual role behavior according to success and gender

Information about how success and gender affect students' views of ideal and actual classroom role behavior can help both researchers and teachers better understand classroom components such as achievement and curriculum. A 20-item double Q sort was used to measure differences in perceptions of high school science students according to letter grades and gender. Individual Q sort item rankings of 160 students were tested for significant differences according to letter grade received; item ratings were compared according to gender for 215 students. Differences in perception according to success were found for both ideal and actual behavior; 8 and 5 items, respectively, out of each 20-item sort were found to be significant at the p = < 0.05 level. No such overall patterns of difference in view were found between boys and girls, although three ideal student items and one actual self-report item were found to be significantly different at the p = < 0.05 level.