Child sexual abuse: a case study in community collaboration

OBJECTIVE: This is an exploratory study that describes the process and outcomes of a Midwestern US community's approach to case management of child sexual abuse. METHOD: Data were abstracted from 323 criminal court files. Specific information gathered included child and suspect demographic data, law enforcement and CPS involvement, child disclosure patterns and caretaker responses, offender confession, offender plea, trial and child testimony information, and sentences received by offenders. Both case process and outcome variables were examined. RESULTS: In this community, criminal court records reflect a sex offense confession rate of 64% and a sex offense plea rate of 70%. Only 15 cases went to trial and in six the offender was convicted. CONCLUSION: Communities can achieve successful outcomes when criminal prosecution of sexual abuse is sought, but the child's testimony is not necessarily the centerpiece of a successful case. In this study, desired outcomes were a consequence of the collaborative efforts of law enforcement, CPS, and the prosecutor's office, which resulted in a high confession and plea rate.     

The failure of the public schools and the free market remedy

A Summary The replacement of the existing system of publicly operated schools by a market of private ones-supported by government vouchers—would probably yield mixed results. On the one hand, some parents would have greater choices among schools and some schools would have to be productive in order to survive in the competitive framework. The increase in consumer choice and the resultant competition among schools would be likely to lead to greater educational benefits for many students and their families (private benefits) than those which they receive under the present monopolistic system.On the other hand, the schools are also expected to fulfill certain social functions. It is in these that a market approach to schooling is likely to yield poor results. For example, basic schooling represents the primary device for equalizing opportunities among racial and social groups. Yet, advantaged children would probably receive far better schooling under the market proposal than would disadvantaged ones, and it is likely that this disparity would lead to larger future inequalities in opportunity between the children of the middle class and those of the poor. Further, it is not clear that a set of largely autonomous schools could provide the common set of values and knowledge necessary for the functioning of a democratic society. Finally, it is likely that the market proposal would increase racial and social stratification of students among schools. Whatever the success of the market in meeting consumer preferences, it would be offset by the market's failure to satisfy the social goals of basic schooling.Fortunately, we are not limited to choosing between the traditional educational bureaucracy on the one hand or an unmitigated free market for educational services on the other. There are several ways to create competition within a public school system. Jencks, Sizer, and Coleman have suggested particular plans based upon the competitive framework, and the proposal for community schools represents a more general framework in which the competition of the market place might be used to advantage. The time is ripe to experiment with at least one of these plans for the children of the ghetto. Do we have any buyers? Henry M. Levin is a research associate with the Economic Studies Division of the Brookings Institute. He has written on economic and educational matters in the Saturday Review, the Journal of Human Resources,and other publications. He is currently organizing a Brookings conference on the community school.     

Sociocultural input facilitates children's developing understanding of extraordinary minds

Three- to 5-year-old (N = 61) religiously schooled preschoolers received theory-of-mind (ToM) tasks about the mental states of ordinary humans and agents with exceptional perceptual or mental capacities. Consistent with an anthropomorphism hypothesis, children beginning to appreciate limitations of human minds (e.g., ignorance) attributed those limits to God. Only 5-year-olds differentiated between humans' fallible minds and God's less fallible mind. Unlike secularly schooled children, religiously schooled 4-year-olds did appreciate another agent's less fallible mental abilities when instructed and reminded about those abilities. Among children who understood ordinary humans' mental fallibilities, knowledge of God predicted attributions of correct epistemic states to extraordinary agents. Results suggest that, at a certain point in ToM development, sociocultural input can facilitate an appreciation for extraordinary minds.     

FAST-Future Academic Scholars in Teaching: A High-Engagement Development Program for Future STEM Faculty

Doctoral granting institutions prepare future faculty members for academic positions at institutions of higher education across the nation. Growing concerns about whether these institutions are adequately preparing students to meet the demands of a changing academic environment have prompted several reform efforts. We describe a professional development model designed to prepare the future faculty to integrate the multiple components of academic careers. The program emphasizes the study and application of effective teaching practices centered on student learning and assessment and expectations for faculty careers. We describe the impact of the program on its participants.     

竞技体育政策的全球化与重建——从行政控制到网络化管理

简要介绍了自我管理体制的概念,分别说明了系统管理、政策管理、组织管理3种管理方式及其在竞技运动政策领域中的应用。最后思考了英国竞技运动管理体制的某些方面,包括政府为竞技运动发展、高水平竞技运动和学校竞技运动所制订的政策。     

The Teacher Training Program for Doctoral Candidates in History at the University of Wisconsin

Abstract

One question of interdisciplinary education is how to encourage students to draw connections between disciplines and to engage in critical thinking. The authors developed a team-taught interdisciplinary course examining the history and literature of modern revolutions. The first time the course was given, students had difficulty making interdisciplinary connections and did not critically re-examine their assumptions. The authors restructured the course, re-thinking its emphasis, procedures, texts, and assignments, with substantial positive results. They also learned that teachers need to reassess their own ideology and teaching strategies to make interdisciplinary education effective.     

Testing Programs and Liberal Studies

Abstract. Do sustained induction programs increase participants' teaching efficacy? Data from a qualitative case study of new college faculty involved in a learning community at a small liberal arts college were compared with data from a college-sponsored mentoring project involving first-year teachers from five suburban school districts. Regardless of whether participants taught K-12 or in collegiate classrooms, two dominant themes emerged from first-year narratives: students were likely to overtly challenge the authority of new teachers, and there was a profound difference between novices' own experiences as students and those of the students now in their classrooms.     

Effects of test format on listener response

A report of the evaluation of various test forms commonly employed in speech reception measurement with a view toward determination of non‐chance response set.