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131.
Objective: An investigation was conducted into whether child protection investigators, specifically social workers and the police, are as likely to take seriously a case of child sexual abuse if it had been perpetrated by a female rather than a male. Also, to examine whether the decisions relating to female-perpetrated abuse were predicted by participants’ sex role perceptions of women and their attitudes concerning women’s sexualized behavior towards children.Method: Participants advocated decisions in response to four hypothetical case of child sexual abuse in which the perpetrator was either male or female. The female perpetrators were then rated on femininity and masculinity characteristics and attitudes concerning women’s sexualized behavior toward children were assessed.Results: Following male—rather than female—perpetrated sexual abuse, case registration and imprisonment of the perpetrator was considered more appropriate by all participant groups; male social workers also considered social services involvement and investigation as more appropriate. A substantial number of decisions concerning female perpetrated abuse were predicted by participants’ attitudes.Conclusion: While child protection professionals considered child sexual abuse perpetrated by females to be a serious issue warranting intervention, a number of advocated decisions suggested that they did not consider female-perpetrated abuse to be as serious as male-perpetrated abuse. The implication is that victims of sexual abuse perpetrated by a woman may be less likely to receive the protection afforded victims of male-perpetrated abuse. Furthermore, professionals’ practices may be inadvertently perpetuating the view that female child sexual abuse is rare or less harmful than abuse carried out by males.Spanish abstract was not available at time of publication. 相似文献
132.
John K. Rempel Lynn A. Rempel Dinh T.P. Hoa Le T. Vui Tran K. Long 《Child development》2020,91(2):e345-e364
A multifaceted, relationally focused intervention involving group and individual pre- and postnatal counseling, print resources, and community resources encouraged 390 fathers of newborn infants in Vietnam to responsively support mothers and work with them as a parenting team. Both partners completed questionnaires prebirth and 1-, 4-, and 9-months postbirth on measures of breastfeeding support, exclusive breastfeeding duration, relationship quality, and infant development. Compared to 412 comparison group couples, intervention couples evidenced greater father support, especially in terms of helping and responsiveness to the mother's needs. This support predicted longer exclusive breastfeeding duration, improved relationship quality, and higher levels of infant development at 9 months. Sensitively working together with mothers as a coordinated team enhanced couple's relationship functioning and improved children's developmental outcomes. 相似文献
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135.
在学校里,那些讨老师喜欢的学生总是能得到更多的帮助。无论是在学习上还是找工作的过程中。老师愿意花时间亲培养他们喜爱的学生。也乐意为其写一份好的就业推荐书。那么,怎样才能成为讨老师喜欢的学生呢?请看本期直面留学。 相似文献
136.
Lynn Davies 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,16(1):183-203
This paper is based on a recently published book, Educating Against Extremism (Davies, Educating Against Extremism, 2008), which explores the potential role of schools in averting the more negative and violent forms of extremism in a country.
It examines the nature of extremism; identity formation and radicalisation; religious belief, faith schools and the myth of
equal value; justice, revenge and honour; and free speech, humour and satire. The paper argues that religious fundamentalism,
as well as state terrorism, needs to be addressed in schools. The argument in the book is for a greater politicisation of
young people through the forging of critical (dis)respect and the use of a secular basis of human rights. Specific forms of
citizenship education are needed, which provide skills to analyse the media and political or religious messages, but also
enable critical idealism to be fostered. 相似文献
137.
Ksenia S. Zhbanova Audrey C. Rule Sarah E. Montgomery Lynn E. Nielsen 《Early Childhood Education Journal》2010,38(4):251-258
Early childhood curricula should be authentic and child-centered, however, many teachers still rely on direct instruction
lessons. To better define how an integrated curriculum meets the needs of students, this study examined teacher talk and actions
during instructional activities with first and second graders under two conditions: (1) subject-integrated social studies
lessons of an integrated curriculum unit (experimental condition); and (2) single subject-focused mathematics lessons of a
traditional separate subject curriculum (control condition). The mixed-methods study sought to define and compare characteristics
of both curriculum approaches. Fourteen hours of observations were collected in each setting. In the integrated curriculum
setting, the teacher was a facilitator of teamwork, offering choices, and giving praise; students made choices, decisions,
and worked collaboratively. In the traditional setting, the teacher delivered direct instruction and controlled behavior;
students followed directions, recalled knowledge, and worked individually. Less teacher energy was expended for behavior management
in the integrated curriculum setting, indicating intrinsic motivation of students. Implementation of integrated curricula
is recommended because of the student-centered focus that results in greater motivation, ownership, and teamwork, along with
deeper knowledge connections. Because many factors hinder implementation, teachers need support when first teaching with this
approach. 相似文献
138.
Differing levels of gender salience in preschool classrooms: effects on children's gender attitudes and intergroup bias 总被引:1,自引:0,他引:1
Developmental intergroup theory posits that when environments make social-group membership salient, children will be particularly likely to apply categorization processes to social groups, thereby increasing stereotypes and prejudices. To test the predicted impact of environmental gender salience, 3- to 5-year-old children (N = 57) completed gender attitude, intergroup bias, and personal preference measures at the beginning and end of a 2-week period during which teachers either did or did not make gender salient. Observations of peer play were also made at both times. After 2 weeks, children in the high- (but not low-) salience condition showed significantly increased gender stereotypes, less positive ratings of other-sex peers, and decreased play with other-sex peers. Children's own activity and occupational preferences, however, remained unaffected. 相似文献
139.
Joshua N. Baker Fred Spooner Lynn Ahlgrim‐Delzell Claudia Flowers Diane M. Browder 《Psychology in the schools》2010,47(5):501-513
This study examined the underlying structure of the Nonverbal Literacy Assessment (NVLA), an instrument designed to measure emergent literacy for K–fourth‐grade students with severe developmental disabilities. The NVLA was conceptualized as having six constructs that reflected emergent literacy skills: (a) phonemic awareness, (b) phonics, (c) comprehension, (d) vocabulary, (e) listening comprehension, and (f) text awareness. Confirmatory factor analysis using data from 207 student administrations was used to examine the six‐factor model and two alternative models. Results suggested that all three models fit the data, but the high corrections coefficients among the constructs suggested that a one‐factor model of emergent literacy was the best‐fitting model. Implications and limitations are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
140.
Eric E. Goff Kelly Lynn Mulvey Matthew J. Irvin Adam Hartstone-Rose 《Journal of Science Education and Technology》2018,27(5):433-447
The importance of increasing interest in the STEM disciplines has been noted in a number of recent national reports. While many previous studies have focused on such efforts inside of the formal classroom, comparatively few have looked closely at informal learning environments. We investigate the innovative use of technology in informal learning by reviewing research on the incorporation of augmented reality (AR) at exhibit-based informal science education (ISE) settings in the literature. We report on the common STEM-focused topics that are covered by current AR applications for ISE learning, as well as the different devices used to support these applications. Additionally, we report on the prevalence of positive learning outcomes and engagement factors commonly associated with the use AR applications in informal environments. This review aims to foster continued development and implementation of AR technology in exhibit-based ISE settings by informing the community of recent findings and promoting additional rigorous research for the future. 相似文献