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Domestic violence against women is a significant social and public health problem that requires a varied social service response for abused women and their children. Increasingly, this service response includes online sources and resources. Using content analysis methods, we examined the Canadian provincial E-Government response to providing information to women exposed to domestic violence. Our overarching question was “if an abused woman went to her province’s government website for information and help and used common search strategies, what would she find?” 相似文献
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Sharon Quan-McGimpsey Sarah Carmen Marziliano Trevor Gregory Hassen Allison Sandra Brown Leon Kuczynski 《Teachers and Teaching》2013,19(5):514-526
This study investigated teachers’ experiences of closeness during interactions with the group of children in child care. Structured interviews were conducted with 24 female teachers who were teaching children between the ages of three and five (mean age = 3.9) regarding their perceptions of closeness with the group of children in the class. Qualitative analyses of the interviews revealed a group solidarity domain of teacher–group relationships composed of three dimensions which comprise emotional solidarity, consensual solidarity, and functional solidarity, with emotional solidarity most dominant in the teachers’ perceptions. This group solidarity domain was interpreted as being consistent with qualities found in Grusec and Davidov’s group participation domain. The findings that, teachers’ closeness with the group of children in the class were dominated by the emotional dimension is similar to previous research results which report the predominance of personal and intimate interactions in relational closeness between teachers and individual children. Teachers described intentional strategies for managing close group relationships that made use of interactional histories between the teachers and children in the class. These discoveries provide a new perspective on teacher closeness with groups, an area of research not often investigated. It also provides insights into the importance teachers place on connecting emotionally with children when they are with the collective group in the classroom. 相似文献
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Stella SiWan Zimmerman Michael C. Rodriguez Kirsten L. Rewey Sandra L. Heidemann 《Journal of Education for Students Placed at Risk》2013,18(4):452-481
The primary goal of the Words Work (WW) early literacy initiative was to prepare diverse students to become successful learners in school. Four groups of students were followed over 6 years: students from traditional Head Start (HS) centers, students from augmented HS centers (WW students), students eligible for HS but not enrolled (waitlist or WL), and a random sample of non-Head Start students (NHS). Students received school readiness instruction at approximately 4 years of age, and their performance on standardized tests was followed from 1st grade through 5th grade. WW students significantly outscored HS, WL, and NHS students of similar backgrounds in reading and outscored WL and NHS students in mathematics on 2nd-grade standardized assessments. In addition, WW students were able to maintain their lead through 5th grade in both reading and mathematics. Based on these results, WW is an effective HS enhancement for minimizing the achievement gap often observed between students who may be at risk for academic difficulty and students who are at low risk. 相似文献
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The purpose of this study was to explore the extent to which distance learning (distance learning vs. traditional) may influence undergraduate education majors’ emerging constructivist perspective. Elementary education majors at 2 universities (N = 102) volunteered to complete questionnaires. The 3 independent variables were traditional vs. distance learning, whether or not ever enrolled in distance learning, and instructor difference. The 3 dependent variables were concerned with what the instructor provided; what the instructor demonstrated; and what students believed they learned. A Multiple Analysis of Variance (Manova) compared the 3 independent variables across the 3 dependent variables and indicated that students in traditional classrooms rated what the instructor provided, what the instructor demonstrated, and what students believed they learned significantly greater than students in distance learning classrooms. An interpretation suggests that distance learning technology may hold potential for facilitating undergraduate education majors’ emerging constructivist perspective. 相似文献
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Research Findings: Although storybook reading has received considerable research attention, listening to children read has been the source of much less inquiry. In this study, 40 mother–child dyads were videotaped during adult-to-child and child-to-adult reading. Relations between book-related themes (e.g., types of talk), maternal evaluative feedback (e.g., praise, criticism), maternal miscue feedback (e.g., graphophonemic clues, terminal feedback), and child engagement (e.g., laughter, questions) were analyzed. The results suggest that the development of literacy appreciation and literacy skill can occur during the same storybook-reading session. Specifically, when mothers read to their children, communication about the illustrations was associated with increased child engagement, yet a positive correlation was also observed between text-related productions and child engagement. When children read to their mothers, text-related productions were featured more prominently. After children made reading errors (miscues), graphophonemic and terminal feedback were the 2 most frequent responses by mothers. In addition, graphophonemic cues were positively associated with child engagement. Practice or Policy: In sum, the results demonstrate that adult-to-child and child-to-adult reading serve the goals of both literacy acquisition training and literacy appreciation; furthermore, orienting children toward the text during either session did not hamper child engagement. 相似文献
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Sandra Chang-Kredl 《Teachers and Teaching》2013,19(2):203-220
This article offers a unique perspective on teacher thinking by connecting the study of early childhood teachers’ beliefs with the field of childhood studies, and with film and literature studies. The purpose of the research is to examine (a) how films can be used to evoke responses in teachers about their implicit beliefs in childhood and (b) the processes through which the teachers generate conceptualizations of childhood. Focus group discussions following viewings of short film clips were conducted with five experienced teachers. Thematic analysis suggests that the selection of film narratives influences the patterns of beliefs expressed by the teachers. Conversation analysis reveals that the teachers tended to use both their own memories of childhood and their identification with children to cross boundary spaces in time (past, present, and future), and between adulthood and childhood. The teachers tended to shape their beliefs in dichotomous renderings as oppositions to others, but also to display a playful willingness to surrender themselves to interior spaces of boundary crossings, and to share and dialog their discoveries with others. In terms of implications of the study for teacher education, the use of books and films seemed to provide teachers with tools to discuss and situate their understandings of childhood in ways that involved processes of memory, identification, lived experience, and teacher practice. 相似文献