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OBJECTIVES: To examine the effects of different forms of family violence at two developmental stages by assessing a sample of 110 Israeli children, drawn from the case files of Israeli family service agencies, studied longitudinally in both middle childhood and adolescence. METHODS: Information about the children's adjustment was obtained from parents, teachers, and the children themselves when the children averaged 10.6 and 15.9 years of age using the Child Behavior Checklist (CBCL), Teacher Report Form (TRF), Youth Self-Report (YSR), and Children's Depression Inventory (CDI). Information about the history of family violence was obtained from the mothers, fathers, children, and social workers. RESULTS: The results paint a mixed picture of the effects of family violence on children and adolescents. The relationship between concurrent behavior problems and abuse group varied by informant and study phase, although they were strongest when children were the informants. Predictions regarding the relationship between early abuse and later adjustment were only partially confirmed. Different informants did not agree about which groups of children were most adversely affected, there was little stability over time in the pattern of reported effects, and children were more likely than other informants to report levels of maladjustment that varied depending on recent or concurrent exposure to family violence. Many families changed their abuse status over time, and children who were new victims at follow-up had the most internalizing problems. Girls were found to be at more risk for internalizing and externalizing behavior problems than boys. CONCLUSIONS: Multiple informants are necessary to evaluate and assess the effects of family violence on children's behavior. Younger children may be more susceptible to the effects of family violence than older children, but problems manifest by some children may not carry over to adolescence. Changes in family and parenting practices, as well as in children's capacity to appraise and cope with family violence may help mitigate the adverse effects of family violence. 相似文献
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Eva Brumberger 《Technical Communication Quarterly》2013,22(4):369-395
This article reports the results of a survey of professional writers about the nature and importance of visual communication in their work. The results confirm the suggestions in the field's literature that visual communication is important to workplace practice and that the role of the professional writer has expanded beyond the domain of the verbal. Visual communication responsibilities are complex and varied, but the practitioners surveyed typically engage in substantial amounts of design-related work and value visual communication abilities. The data suggest that visual communication should be a curricular priority in professional writing programs. 相似文献
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Pete Goldschmidt Jose Felipe Martinez David Niemi Eva L. Baker 《Educational Assessment》2013,18(3-4):239-266
In this article we examine empirical evidence on the criterion, predictive, transfer, and fairness aspects of validity of a large-scale language arts performance assessment, referred to as the Performance Assignment (PA). We use multilevel models to avoid biased inferences that might result from the naturally nested data. Specifically, we examine the relationships of the assessment with the Stanford Achievement Test, 9th Edition and the California High School Exit Examination. The results indicate that the measures are related, that students demonstrate a degree of transfer, and that the language arts PA is relatively more fair than comparison assessments. The results are robust to various model specifications and demonstrate that benefits do not accrue to all students equally. 相似文献
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Eva M. Zygmunt‐Fillwalk 《Journal of Early Childhood Teacher Education》2013,34(2):203-204
Brain Research and Childhood Education: Implications for Educators D. Bergen and J. Coscia; Olney, MD: 2001 Association for Childhood Education International. 80 pp. ISBN 0–87173–154–1 (pbk.) 相似文献
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In our article, we explore the possibility of formulating theses about teaching as one way to use research as a basis for educational action. The theses are formulated from current educational research on teaching and learning in higher education. We also explore the potential for action and the consequences derived from the theses. With our theses, we criticise less complex ways of using research for educational purposes. Through theses we can suggest directions for action without prescribing certain methods or procedures and provide answers without reducing the teachers' possibilities for choice or diminishing their responsibility for their actions. Our exploration is an invitation to a collaborative exploration of theses on teaching and learning in order to broaden and deepen our shared basis for educational action. 相似文献
39.
Effects of decentralization on school resources 总被引:1,自引:0,他引:1
Sweden has undertaken major national reforms of its school sector, which, consequently, has been classified as one of the most decentralized ones in the OECD. This paper investigates whether local tax base, grants, and preferences affected local school resources differently as decentralization took place. We find that municipal tax base affects per pupil spending in the same way regardless of whether the school sector is centralized or decentralized, but has a smaller effect on teacher–pupil ratio after the reforms. The less-targeted grants are the fewer teachers per pupil do the municipalities employ. The results for local preferences are less clear-cut. 相似文献
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In recent years, unequal access to high-quality preschool has emerged as a growing public policy concern. Because of data limitations, it is notoriously difficult to measure disparities in access to early learning opportunities across communities and particularly challenging to quantify gaps in access to high-quality programs. Research Findings: Using unique data from Georgia’s universal prekindergarten program, this study provides empirical evidence of the relationship between community characteristics and the availability of high-quality preschool opportunities. We show that in Georgia, a national leader with respect to preschool access as well as quality, there are still meaningful differences in quality across communities. Low-income and high-minority communities offer state preschool classrooms that are rated significantly lower on a widely used and validated measure of classroom process quality. Practice or Policy: This process quality gap is troubling given the positive relationship between our process quality measure and children’s learning. Note that we do not see similar gaps in structural measures of quality, which are the aspects of quality more often regulated but are also weaker, inconsistent predictors of children’s learning. Implications for policy are discussed. 相似文献