Self-esteem of abused children

Thirty-seven children admitted to hospital with a diagnosis of abuse at an average of 5.5 years previously were compared with 37 non-abused children matched for age, sex, ethnic group, school and social class. The mean age of the children with 8.9 years (range 4.6-14.0 years). Self-esteem in the children was assessed by means of a structured interview with the child and the Piers-Harris Self-Concept Scale. The abused children saw themselves as having significantly fewer friends than the comparison children and they played with friends less often. They were less ambitious than the non-abused children with regard to the sort of occupation they would like as adults and were significantly lower in self-concept on the Piers-Harris Self-Concept Scale. These results show that, as well as providing treatment for abusive parents, a long-term program which aims at improving interpersonal relationship skills and self-esteem is required for abused children.     

Parents’ perceptions of their children’s schools: findings from a five‐year longitudinal study

This longitudinal study set out to examine, in the light of the parents’ education and gender and the child’s gender, the changes that occurred in the course of five years in parents’ satisfaction with the functioning of their child’s school. Academically and vocationally educated mothers and fathers (N = 391) were asked to indicate their satisfaction with different aspects of their child’s school at the end of the first, third and fifth school year. It was found that the level of parental satisfaction was fairly high at the start, and despite a decreasing trend, it remained high; parental satisfaction was widely shared, and the number of dissatisfied parents remained small and stable. The academic parents displayed more satisfaction with their child’s school success and the fairness of the treatment than the vocational parents did. The results are discussed in terms of educational policy.     

Taking Stock and Moving Forward: Lessons From Two Plus Decades of Research on the Milwaukee Parental Choice Program

In this article we review the substantial literature on the Milwaukee Parental Choice Program (MPCP), the U.S.’s oldest and largest urban school voucher program, and use the review to propose an agenda for second generation school voucher research. We review research on student-level impacts, public school response, parental decision-making, fiscal impacts, organizational churn, and the larger public policy issues resulting from Milwaukee’s voucher policy. We conclude that the balance of literature on the MPCP shows limited positive effects for voucher users, positive fiscal impacts for taxpayers, substantial numbers of school closures, and various externalities that need to be better understood given the program’s size and prominence. Given this, we suggest a future research agenda focused on the question of how to make voucher policies as successful as possible.     

A Therapeutic Conceptualization of Adult Children of Alcoholics

This study revealed that problem drinking and an elevated need to control hinder college student ACoAs more than their non-ACoA peers. A multivariate analysis, using the Michigan Alcohol Screening Test (MAST) and Ego Grasping Orientation (EGO) as measures of the dependent variables of problem drinking and control, was used with a college freshman sample. Based on the results, routine problem drinking assessment of ACoAs by student services personnel was suggested. The manifestation of an elevated need to control was thought to range from the popular ACoA styles to the personality disorders. A method for determining an ACoA's place in this range, as well as the implications for psychotherapy, was outlined.     

Anxiety and education

A Lesson For Us All. The making of the national curriculum. By Duncan Graham with David Tytler. Pp. 160. Index. London: Routledge, 1993. £12.99. ISBN 0–415–08928‐X (pbk)

Schools in Wales 1500–1900: a Social and Architectural History by Malcolm Seaborne. Pp. 273. Denbigh: Gee &; Son Ltd., 1992. £15.00 hardback, ISBN 0–7074–0222–0

School and Community in Rural Wales by J. Roger Webster, 345 pp., Aberystwyth, Y Ganolfan Astudiaethau Addysg, 1991, £7.95 paper, ISBN 1 85644 139 3

Developing Assessment for the National Curriculum. Edited by Caroline Gipps. Pp viii, 103. London: Kogan Page in association with The Institute of Education, University of London, 1992. £12.95 paperback. 0–7494–0837–5. The Bedford Way Series.

Schools and Employment Law. By Patricia Leighton. Pp 168. London: Cassell, 1992. £14.95 paperback. ISBN 0–304–32445–0.

Policy and Power in Education: The rise and fall of the LEA. H. Heller with P. Edwards. Pp 232. Index. London: Routledge, 1992. £35 hardcover. ISBN 0–415–06982–3. Routledge Educational Management Series.

Public Expenditure on Higher Education: a Comparative Study in the Member States of the European Community. Frans Kaiser, Raymond J. G. M. Florax, Jos. B.J. Koelman, Frans A. van Vught. Pp 251. Index. London: Jessica Kingsley, 1992. 00.00 hardcover. ISBN 1 85302 532 1 hc. Higher Education Policy Series, Volume 18.

The Search for Enlightenment: The Working Class and Adult Education in the Twentieth Century Edited by Brian Simon. Pp 334. Index. Name Index. Leicester: National Institute of Adult Continuing Education, 1992. £10.95 flexicover. ISBN 1 872941 21 4.

Integrating Special Children: Some Ethical Issues. Edited by Gavin and Susan Fairbairn. Ppxi, 163. Index. Aldershot: Avebury, 1992. £30 hardback. ISBN 1 85628 259 7.

The Search for Quality: Planning for Improvement and Managing Change. By Del Goddard and Marilyn Leask. Pp xii, 242. Paul Chapman Publishers, 1992. £14.95. Paperback. ISBN 1–85396–190–6. Education Management Series.

Developing Resourceful Humans: adult education within the economic context. Edited by Lynn Elen Burton. Pp xvi, 222. Index. London: Routledge 1992 £40 hardcover. ISBN 0–415–00121–8.

Community Education in the Third World. Edited by Cyril Poster and Jurgen Zimmer. Pp. viii 253. London: Routledge, 1992. £35 hardcover. ISBN 0 415 04209 7.

Teachers’ Voices for School Change: An Introduction to Educative Research. Andrew Gitlin et al. Pp 207. London: Routledge, 1992. £35.00 hardback; £11.99 paperback. ISBN 0 415 05612 8 hb; ‐ 05613 6 pb. Routledge series in Investigating Schooling.

The Contours of Christian Education. Edited by J. Astley and D. Day. Pp 428. Index. Great Wakering, Essex (Great Britain). McCrimmons, 1992. £8.50p, Flexicover. ISBN 0 85597 495 8.

Women and Literacy, Marcela Ballara, xii, 84 pages, London, Zed Books, 1992. £29.95 hardcover; £9.95 paperback. ISBN 1–85648–980–9 (hardcover); ISBN 1–85649–981–7 (paperback). Women and World Development Series.     

COMMENTARY ON NIND AND KELLETT 2002

This study had three objectives. One was to compare the needs, resources and supports perceived as available and needed by 32 parents of children with mild to moderate intellectual impairments, educated in self-contained special education classes (SCS), and 46 parents of children with general special needs educated in regular classes. A second objective was to compare these perceptions to the rated degree of pupil impairment. The third objective was to examine the applicability of two surveys. Results revealed that parents perceived strong informational needs regardless of educational setting, though the parents of children in the SCS group expressed stronger informational needs. Parents of children in the SCS group tended to be more satisfied with their relationship with schools than parents in the comparison group. Child impairments in the areas of social skills, behaviour, communication, and thinking and reasoning were highly correlated with parental needs and parental perception of school supports and resources. Factors influencing parental self-efficacy are discussed and recommendations are made for enhancing parental involvement in the child's education. Suggestions are also made for utilizing information derived from this study when planning the implementation of inclusive schools.     

师范院校“中国现代文学”课程教学方法与教学模式改革初探

面向21世纪的师范类院校面对人才培养模式的改革新浪潮,都在探寻教学模式和教学方法的改革以适应新的形势需要。本文拟以中文系传统基础课中国现代文学课程十多年来在教学方法和教学模式方面的改革实践为例,期冀与广大同仁交流沟通,共同促进这门课程的改革与创新。     

Crisis Communication Best Practices: Some Quibbles and Additions

The researchers adopted relational dialectics theory (Baxter &; Montgomery, 1996 Baxter, L. A. and Montgomery, B. M. 1996. Relating: Dialogues and dialectics, New York: Guilford Press.  [Google Scholar]) to examine the discourse of 37 bereaved parents. Research questions guiding the study were what dialectical contradictions do bereaved parents experience when communicating with their marital partner after their child's death and how do bereaved parents and their marital partners communicatively negotiate the dialectical contradictions they experience? Our analysis revealed that bereaved parents experienced a dialectical contradiction between trying to grieve their child's death together as a couple and apart as individuals. Likewise, parents experienced a contradiction between being both open and closed when talking with one another about their child's death. Results describe how parents negotiated these contradictions, and implications for professionals are discussed.     

高校图书馆多区办馆读者服务模式探讨

简要分析了高校图书馆多区办馆模式下读者服务工作的现状,介绍了我院图书馆在提高读者服务水平方面采取的有效措施,并对图书馆今后在利用网络优势创新服务手段方面提出了建议。     

自然方位属性对尊卑传统的影响（下）

古人自然方位尊卑的主要特征是崇阳。在君位之下,现实世界的朝堂礼仪场景以东为尊;神灵世界和室内场景以西为尊;在面位过滤的作用下,自然方位的阴阳因素投射是形成左右尊卑的基础因素,自身位的性质是影响左右尊卑意义演变的重要因素。