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71.
Book reviews 总被引:1,自引:0,他引:1
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OBJECTIVE: The aim of this study was to examine the trajectory of cases through four systems: child protection, law enforcement, the dependency courts, and the criminal courts. METHOD: This study focused on a county selected from a 41-county telephone survey conducted for the National Incidence Study of Child Abuse and Neglect (NIS-3). For this analysis prospective samples were drawn from law enforcement (n=225) and the county child protection (CPS) agency (n=225) and followed through in-depth case tracking across all agencies and through both the dependency and criminal court systems. RESULTS: The percentage of CPS cases opened in dependency court was similar to prior studies (29%), but the acceptance and prosecution rates were much higher--92% of the cases referred from CPS, including many cases of physical abuse. Compared to referrals from CPS to law enforcement (93%), few cases were referred from law enforcement to CPS (17%). Anecdotally, case referral patterns appeared to be influenced by communication patterns and mutual positive regard, regardless of the collaborative protocols in place. One of the most instructive findings was the degree of difficulty in tracking cases across organizations and the types of obstacles that impeded success. Disorganization was not an issue, rather internal structures set up to facilitate intra-organizational processing were the same structures that actually impeded cross-organizational case finding. CONCLUSIONS: It is not sufficient to rely on the existence of multi-disciplinary teams or Child Advocacy Centers to ensure collaboration. More attention to daily tasks and activities as well as the nature and quality of communication is warranted. On the technical side, use of common case identifiers on cases that are cross-referred is strongly recommended. Future studies should broaden the scope of inquiry to include the consequences of all case trajectories, rather than solely focusing on the justice system. 相似文献
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Kaprea F. Johnson Abha Gupta Hana Rosen Howard Rosen 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):431-443
The current study took a quasi-experimental approach investigating the effect of a holistic after-school intervention, on reading comprehension measured by the Gray Oral Reading Test (GORT)-4 on at-risk students in Grade 2 through Grade 5. Analysis of Variance was used to investigate the relationship between pre- and post-intervention scores. The study showed encouraging results. The 91 student participants showed gains in their GORT-4 total scores after the intervention. Results of after-school tutoring lend support to the use of peer-tutoring in afterschool in the elementary schools. Due to the exploratory nature of the study in a single school, there are constraints on generalizability and utility of findings to other schools across the board. 相似文献
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Since 1997 appraisal has been a mandated requirement of New Zealand schools. While the management of teacher performance is not new, schools are increasingly being faced with difficult and complex decisions regarding accountability mechanisms for teacher performance. Moreover, in a climate of school self-management the potential exists for tensions between bureaucratic systems and the professional autonomy of teachers to surface. This article reports on research conducted in 2001 that investigated teachers' perceptions of the bureaucratic and professional approaches to performance management in their schools. In a climate of increasing control of teachers' work and professional activities by the State, results from recent research indicate that school managers have adopted a professional approach to the appraisal of staff. Moreover the involvement of teachers in developing school-level appraisal systems is pinpointed as fundamental to the long-term success of appraisal in New Zealand schools. 相似文献
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Metacognition and Self-Regulated Learning Constructs 总被引:1,自引:0,他引:1
Rayne A. Sperling Bruce C. Howard Richard Staley Nelson DuBois 《Educational Research and Evaluation》2013,19(2):117-139
Demographic variables, findings from the Metacognitive Awareness Inventory (Schraw & Dennison, 1994), the Learning Strategies Survey (Kardash & Amlund, 1991), and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), as well as accuracy ratings of test performance, were examined in 2 studies. Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation. Limitations of the studies and implications for theory development and future research are discussed. 相似文献