Toronto multiagency child abuse research project: The abused and the abuser     

Paula J. Kaplan  Jessie Watters  Georgina White  Ruth Parry  Robert Bates 《Child abuse & neglect》1984,8(3):343-351

Information from 422 cases of child mistreatment in Toronto was gathered from the files of a child welfare agency and a children's hospital. These data were compared to patterns reported in previous studies and clinical writings on child mistreatment to investigate similarities and differences in families whose children have been abused in Canada, England, and the United States. Findings from the present study were similar to others in many respects. The differences were primarily in the area of lower incidences of such problems as perinatal difficulties in the children and intellectual limitations and social isolation in the parents; however, there was a higher incidence of single-parent families. The results suggest that clinicians should bear in mind that child mistreatment cannot be ruled out on the grounds that no serious problems have been noted for the child or the family.  相似文献   

Mother-Toddler Problem Solving: Antecedents in Attachment, Home Behavior, and Temperament   总被引：2，自引：0，他引：2  

Karen A. Frankel  John E. Bates 《Child development》1990,61(3):810-819

In a widely cited study, Matas, Arend, and Sroufe showed that mother-toddler interaction during problem solving at age 2 years was related to the child's prior attachment security. The current study asked (1) whether an independent laboratory could replicate this attachment finding, and (2) whether problem-solving interactions relate to mother-child interactions observed at home and to child temperament measured at 6, 13, and 24 months. Replicating Matas et al., secure dyads worked more competently, and mothers showed better quality of assistance and supportive presence. Mother-child home interaction also predicted problem solving: positive involvement at home predicted effective, unconflicted problem solving. Negative control at home did not predict problem-solving interaction. Unadaptable temperament was generally related to dependency in problem solving. Several patterns of correlations appeared to be mediated by sex of child, e.g., difficult temperament in boys predicted more effective, unconflicted problem solving, while for girls it predicted more conflict.  相似文献   

ALGEBRAIC PROCEDURES USED BY 13-TO-15-YEAR-OLDS     

Agnieszka Demby 《Educational Studies in Mathematics》1997,33(1):45-70

Students of Grade 7 were given a test followed by individual interviews; at the end of Grade 8 the same students were subject to an analogous test and interviews. Each student had to simplify certain algebraic expressions. This article is focussed on what types of procedures were used by the students performing the task and how they were explained during the interviews. The author identifies seven types of procedures used by students, labelled: (A) Automatization, (F) Formulas, (GS) Guessing-Substituting, (PM) Preparatory Modification of the expression (this includes a subtype: Atomization), (C) Concretization, (R) Rules, (QR) Quasi-rules. Part of the students' procedures led to correct results, others were wrong. Most of the procedures appeared spontaneous in the sense that they had not been taught in the classroom. Prior to the tests, the teachers (in accordance with the curriculum) had done their best to explain the validity of algebraic transformations by referring to the commutativity of addition and multiplication, distributivity, and to geometric interpretation; however, the interviewees (even explicitly asked) seldom used such arguments.  相似文献   

Trajectories of Physical Discipline: Early Childhood Antecedents and Developmental Outcomes     

Jennifer E. Lansford  Michael M. Criss  Kenneth A. Dodge  Daniel S. Shaw  Gregory S. Pettit  John E. Bates 《Child development》2009,80(5):1385-1402

This study examined childhood antecedents and developmental outcomes associated with trajectories of mild and harsh parental physical discipline. Interview, questionnaire, and observational data were available from 499 children followed from ages 5 to 16 and from 258 children in an independent sample followed from ages 5 to 15. Analyses indicated distinct physical discipline trajectory groups that varied in frequency of physical discipline and rate of change. In both samples, family ecological disadvantage differentiated the trajectory groups; in the first sample, early child externalizing also differentiated the groups. Controlling for early childhood externalizing, the minimal/ceasing trajectory groups were associated with the lowest levels of subsequent adolescent antisocial behavior in both samples and with parent–adolescent positive relationship quality in the second sample.  相似文献   

Home Visits: How Do They Affect Teachers’ Beliefs about Teaching and Diversity?     

Miranda Lin  Alan B. Bates 《Early Childhood Education Journal》2010,38(3):179-185

Based on Bronfenbrenner’s ecological systems theory, this qualitative study examined the impact of home visits on a group of six Head Start educators. Each participant conducted two home visits. For the first home visit, participants were not provided any guidance. On the second visit, participants were provided a handout with questions intended to guide their visit. The participants were asked to document, in a reflective journal, their feelings and attitudes toward the children’s families on two visits. Additionally, participants commented on their teaching beliefs and practice as impacted by their home visit. Results of the study indicated that home visits enabled participants to see the families and children that they work with from a different and more positive perspective. The guided home visit questions allowed participants to better understand children and their families from historical and cultural perspectives. Also, participants were better able to create a more multicultural learning environment and lesson plans for their children.  相似文献   

Transitioning in higher education: an exploration of psychological and contextual factors affecting student satisfaction     

Charlotte R. Pennington  Elizabeth A. Bates  Lauren T. Bolam 《Journal of Further & Higher Education》2018,42(5):596-607

In view of recent changes in the higher education sector, such as increased tuition fees, a greater focus has been placed on widening participation initiatives and monitoring student satisfaction. The aims of the current study were twofold: (1) to explore whether pre-entry programmes foster successful transition to higher education, and (2) to examine longitudinally the factors associated with course satisfaction. Eighty-eight first-year psychology students completed a questionnaire measuring academic self-efficacy, social identity and student satisfaction at the start (Time 1, November 2015) and end (Time 2, March 2016) of the academic year. Findings indicated that students who participated in a pre-entry programme reported higher academic self-efficacy and satisfaction compared to typical route students. Moreover, academic self-efficacy predicted student satisfaction at the start of the academic year, whereas in-group affect (a facet of social identity) predicted this at the end of the academic year. The current findings indicate that pre-entry programmes may have a positive impact on students’ sense of academic self-efficacy. On a more general level, the findings also suggest that academic self-efficacy and social identity may be key indicators of student satisfaction. This highlights the complexities of the concept of ‘student satisfaction’, and demonstrates the utility of examining multiple factors relating to student satisfaction across different time points.  相似文献   

Understanding teacher professional learning through cyber research     

Meg S. Bates  Lena Phalen  Cheryl Moran 《Educational technology research and development : ETR & D》2018,66(2):385-402

  相似文献   

Television,Learning and Distance Education     

A. W. Bates 《Learning, Media and Technology》1988,14(3):213-225

’High quality’ television is a valuable part of open and distance education, as exemplified in its use by The Open University. Television has a unique role to play in distance education because of its distinctive delivery, presentational, and control characteristics. The ways in which these characteristics could be exploited are discussed in depth, and related to different kinds of learner.  相似文献   

Antecedents and behavior-problem outcomes of parental monitoring and psychological control in early adolescence   总被引：27，自引：0，他引：27  

Pettit GS  Laird RD  Dodge KA  Bates JE  Criss MM 《Child development》2001,72(2):583-598

The early childhood antecedents and behavior-problem correlates of monitoring and psychological control were examined in this prospective, longitudinal, multi-informant study. Parenting data were collected during home visit interviews with 440 mothers and their 13-year-old children. Behavior problems (anxiety/depression and delinquent behavior) were assessed via mother, teacher, and/or adolescent reports at ages 8 through 10 years and again at ages 13 through 14. Home-interview data collected at age 5 years were used to measure antecedent parenting (harsh/reactive, positive/proactive), family background (e.g., socioeconomic status), and mother-rated child behavior problems. Consistent with expectation, monitoring was anteceded by a proactive parenting style and by advantageous family-ecological characteristics, and psychological control was anteceded by harsh parenting and by mothers' earlier reports of child externalizing problems. Consistent with prior research, monitoring was associated with fewer delinquent behavior problems. Links between psychological control and adjustment were more complex: High levels of psychological control were associated with more delinquent problems for girls and for teens who were low in preadolescent delinquent problems, and with more anxiety/depression for girls and for teens who were high in preadolescent anxiety/depression.  相似文献   

NEW TECHNOLOGY FOR HOME‐BASED LEARNING: THE CHALLENGE TO CAMPUS‐BASED INSTITUTIONS     

Tony Bates 《Learning, Media and Technology》1978,4(2):4-13

Although there may be little expansion for conventional higher education on campus in the next decade, there is an unmet and growing need to provide home‐based continuing education. This will require an effective means of delivering learning materials to homes on a greater scale than can be handled by broadcasting alone, as well as the production of high quality software appropriate both to the means of delivery and the needs of students. There are several developments in technology which hold out promise for home use; these need to be developed as part of a wider learning system. Campus‐based institutions are well placed both to develop the hardware and to produce suitable learning materials, but this means that higher education institutions must show a much more flexible attitude to continuing education and to co‐operation with other organisations.  相似文献