Consistency in children's reports of sexual and physical abuse     

Ghetti S  Goodman GS  Eisen ML  Qin J  Davis SL 《Child abuse & neglect》2002,26(9):977-995

OBJECTIVE: The goal of the present study was to investigate the consistency of children's reports of sexual and physical abuse. METHOD: A group of 222 children, ages 3-16 years, participated. As part of legal investigations, the children were interviewed twice about their alleged experiences of abuse. The consistency of children's reports of sexual and physical abuse was examined in the two interviews, in relation to age, type of abuse, gender, memory, suggestibility, and cognitive capabilities. RESULTS: Older children were more consistent than younger children in their reports of sexual and physical abuse. Children were more consistent when reporting sexual abuse than physical abuse. Girls were more consistent than boys in sexual abuse reports. Consistency in sexual abuse reports was predicted by measures of memory, whereas consistency in physical abuse reports was not. Cognitive abilities did not predict consistency in sexual abuse or physical abuse reports. CONCLUSIONS: Implications for understanding children's allegations of abuse are discussed.  相似文献   

A discussion     

Wes Cragg  John Leyerle  Gordon Slemon  David Olson  Jack Stevenson  Bob Czerny 《Interchange》1983,15(1):126-147

  相似文献   

A tough nut: A rejoinder to Robin Barrow and to Daniel and Laurel Tanner     

Bob Jickling 《Interchange》1988,19(2):64-67

  相似文献   

Do You Want Your Daughter or Son in Your Trade? A study of the attitudes of job incumbents to females entering male‐dominated trades     

Denis J. Davis 《比较教育学》1987,23(3):279-285

  相似文献   

Sources of interference when testing for students' learning from sentences     

Elizabeth S. Ghatala  Joel R. Levin  Judy A. Davis  Diane L. Truman 《Contemporary educational psychology》1981,6(1):46-58

The present study helps to clarify and extend earlier findings concerning multiple-choice assessment of students' learning from sentences. Interference arising from intersentence similarity was found here to be a function of both the kind of learning strategies students were instructed to employ and the kind of strategies they reported having employed spontaneously. Two major new conclusions follow from the present data: (a) Instructors and test constructors need worry only about certain types of potentially interfering information that is embedded in a set of learning materials: (b) Even when the conditions are right for substantial interference to occur, such interference can be eliminated if students are induced to employ beneficial sentence-processing strategies.  相似文献   

Illuminating English: how explicit language teaching improved public examination results in a comprehensive school     

Mary Mason  Bob Mason  Tony Quayle 《Educational studies》1992,18(3):341-353

The project described here is based on a linguistic analysis of the language of GCSE textbooks, coursework and examinations across the curriculum. It was hypothesised that explicit teaching of the linguistic features which distinguish these genres would produce an improvement in performance across the curriculum. A 3‐year course was developed and taught over a period of 8 years to Years 7‐9 in a comprehensive school. The methodology adopted was that of Teaching English as a Foreign Language, and the course was administered by teachers without special training. The project was monitored at every stage. The hypothesis was found to be correct, when the number of pupils gaining 5 or more GCSEs at Grades A‐C was dramatically increased among those pupils who had followed the course, compared with other schools in the Borough and the national average.  相似文献   

Preparing pre-service teachers to integrate technology into K–12 instruction: evaluation of a technology-infused approach     

Wilfried Admiraal  Felix van Vugt  Frans Kranenburg  Bob Koster  Ben Smit  Sanne Weijers 《Technology, Pedagogy and Education》2017,26(1):105-120

The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers.  相似文献   

Referencing and borrowing from other systems: the Hong Kong education reforms     

Katherine Forestier  Bob Adamson  Christine Han  Paul Morris 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):149-165

Abstract

Background: This paper analyses the role of, and approach to, policy referencing and borrowing in Hong Kong’s recent reforms that culminated in the creation of its New Academic Structure and the Hong Kong Diploma of Secondary Education.

Main argument: It argues that Hong Kong has gone further than most jurisdictions not just in responding to global influences on education reform, but in taking explicit steps to internationally benchmark its curriculum and assessment, and in involving the global community at multiple levels in the process of education policy planning and implementation.

Sources of evidence and method: The paper is based on the documentary analysis of policy documents in Hong Kong, and 23 interviews with key stakeholders in the policy network, including policy-makers, practitioners and community leaders.

Discussion and conclusions: While policy referencing and borrowing in the Hong Kong context can, in part, be traced to a colonial legacy, the Special Administrative Region of China demonstrates a collaborative approach to education reform involving local and international engagement that may be relevant to other systems. Its approach was informed by a measured use of policy referencing that involved ‘horizon scanning’ of other systems’ policies and practices; international benchmarking; and engaging international expertise to facilitate implementation.  相似文献   

Student Perceptions of a Summer Robotics Camp Experience     

James Conrad  Drew Polly  Ian Binns  Bob Algozzine 《Clearing house (Menasha, Wis.)》2018,91(3):131-139

Research on the effectiveness of STEM-focused (science, technology, engineering, and mathematics-focused) schools and other learning experiences (e.g., short-term camps) on student outcomes is sparse. This study documented perceptions of STEM content and careers for elementary, middle, and secondary school students participating in university-based summer camps focused on robotics. Attitudes before and after the camp experiences were compared across gender groups and grade levels. Middle school students showed greater growth on the surveys compared to their elementary and secondary school peers. Implications for the design and evaluation of STEM experiences include looking at longer, more intensive experiences.  相似文献   

Defensive burying in the Mongolian gerbil (Meriones unguiculatus) as a function of size and shape of the test chamber     

Stephen F. Davis  Scott A. Moore  Cynthia L. Cowen  Debra K. Thurston  John C. Maggio 《Learning & behavior》1982,10(4):516-520

Attempts to establish the generality of the defensive-burying response have proved quite successful with several strains of albino and hooded rats and with mice. However, three previous attempts to demonstrate this behavior in gerbils have been completely unsuccessful. Three additional defensive-burying experiments employing gerbils as subjects are reported. Defensive burying did not occur when testing took place in a rectangular chamber (Experiments 1 and 3), but did occur when a circular chamber was employed (Experiments 2 and 3). Hence, the geometric shape of the test chamber appears to be a crucial factor in determining the elicitation of this behavior in gerbils. Furthermore, the overall topography of the gerbil defensive-burying response was found to be different from that of previously examined species.  相似文献