Relations between maternal input and theory of mind understanding in deaf children     

Moeller MP  Schick B 《Child development》2006,77(3):751-766

This study investigates the relationship between theory of mind (ToM) skills in deaf children and input from their hearing mothers. Twenty-two hearing mothers and their deaf children (ages 4-10 years) participated in tasks designed to elicit talk about the mind. The mothers' mental state talk was compared with that of 26 mothers with hearing children (ages 4-6 years). The frequency of mothers' mental talk was correlated with deaf children's performance on ToM tasks, after controlling for effects of child language and age. Maternal sign proficiency was correlated with child language, false belief, and mothers' talk about the mind. Findings are discussed in relation to experiential accounts of ToM development and roles of maternal talk in children's social understanding.  相似文献   

Look who's being left behind: educational interpreters and access to education for deaf and hard-of-hearing students     

Schick B  Williams K  Kupermintz H 《Journal of deaf studies and deaf education》2006,11(1):3-20

For many deaf and hard-of-hearing students, access to the general education curriculum is provided, in part, by using the services of an educational interpreter. Even with a highly qualified interpreter, full access to the content and social life in a hearing classroom can be challenging, and there are many aspects of the educational placement that can affect success. The skills and knowledge of the educational interpreter are one critical aspect. This study reports results from a study of approximately 2,100 educational interpreters from across the United States. All the interpreters were evaluated using the Educational Interpreters Performance Assessment (EIPA), an evaluation instrument used to assess and certify classroom interpreters (see Schick, Williams, & Bolster, 1999). The results show that approximately 60% of the interpreters evaluated had inadequate skills to provide full access. In addition, educational interpreters who had completed an Interpreter Training Program had EIPA scores only .5 of an EIPA level above those who had not, on average. Demographic data and its relationship with EIPA ratings are explored. In general, the study suggests that many deaf and hard-of-hearing students receive interpreting services that will seriously hinder reasonable access to the classroom curriculum and social interaction.  相似文献   

Prevalence of childhood sexual abuse among incarcerated males in county jail     

Johnson RJ  Ross MW  Taylor WC  Williams ML  Carvajal RI  Peters RJ 《Child abuse & neglect》2006,30(1):75-86

OBJECTIVE: The current study examined the prevalence and characteristics of childhood sexual abuse in a jailed-based population. METHODOLOGY: A retrospective, self-reported survey was administered over an 8-week period to a random sample of 100 men who were incarcerated in a county jail in Southeastern Texas. The survey included questions about childhood sexual experiences before and after puberty, drug history and use, and sexual risk-taking behaviors. RESULTS: Of the 100 male inmates who participated in this study, 59% reported experiencing some form of sexual abuse before puberty, and all such instances occurred before or at the age of 13 years. The first episode of childhood sexual abuse began at an average age of 9.6 years (SD = 2.4), and ended at an average age of 13.0 years (SD = 2.3). Kissing and touching without intercourse (64%) was the common pattern of sexual abuse experience reported. The total number of perpetrators was 165, with 10% male and 90% female. Friends (n = 72) and family (n = 56) were the most frequent perpetrators. CONCLUSION: Childhood sexual abuse may be more prevalent among inmates than among males in the general population. These results show a high percentage of inmates who report a history of childhood sexual abuse; this rate is higher than those reported by other studies for incarcerated males. The findings support the belief held by professionals in the criminal justice field that a significant number of incarcerated males may have been victims of sexual abuse.  相似文献   

Connecting to the Good Life through outdoor adventure leadership experiences designed for Indigenous youth     

Stephen D. Ritchie  Mary Jo Wabano  Rita G. Corbiere  Brenda M. Restoule  Keith C. Russell  Nancy L. Young 《Journal of Adventure Education & Outdoor Learning》2013,13(4):350-370

Indigenous voices are largely silent in the outdoor education and adventure therapy literature. The purpose of this research collaboration was to understand how a 10-day outdoor adventure leadership experience (OALE) may promote resilience and well-being for Indigenous youth through their participation in the program. The process was examined through a community-based participatory research project that sought insight from the perspectives of one First Nations community in Canada. The OALE was implemented with six different groups for a total of 43 youth participants (ages 11.9–18.7 years) from Wikwemikong Unceded Indian Reserve in northeastern Ontario. Field data were collected from multiple sources including participant interviews, journals, focus groups, and talking circles. Using a critical ethnographic lens, we analyzed the data inductively to understand how the OALE promoted resilience and well-being. We listened to Indigenous voices, adhered to principles of Indigenous coding for thematic content and respected Indigenous ways of knowing for interpreting results. The process of connecting to the Good Life (Anishinaabe Bimaadziwin) or waking up (nsidwaaswok) to the Good Life emerged as the dominant theme. Connecting to the Good Life may offer a simple yet compelling way to understand the net impact of the OALE.  相似文献   

The Invisible Scholar: Authors of Legal Scholarship in Criminology and Criminal Justice Journals     

Brenda I. Rowe  Wesley S. McCann  Craig Hemmens 《Journal of Criminal Justice Education》2013,24(4):551-576

This study assesses the authorship of legal scholarship within 20 criminology and criminal justice (CCJ) journals from 2005 to 2015, examining trends over time and variation across journals in the prevalence of sole-authorship and the mean number of authors and identifying the most prolific authors of legal scholarship published in CCJ journals. The study thus sheds light on the extent of collaboration among CCJ legal scholars and identifies CCJ legal scholars who have remained largely invisible due to their focus on a marginalized subfield.  相似文献   

Effectiveness of the Student Success Course on Persistence,Retention, Academic Achievement,and Student Engagement     

Kris Kimbark  Michelle L. Peters  Tim Richardson 《Community College Journal of Research & Practice》2013,37(2):124-138

ABSTRACT

Despite a great increase in the numbers of students enrolling in higher education, specifically at community colleges, the successful completion rates for these students has remained static since the 1970s. When reviewing strategies to increase student retention and successful completion, the Student Success Course (SSC) has emerged as a promising and prominent strategy for community colleges. Given that, the purpose of this sequential mixed methods study was to determine if participation in a SSC influences persistence, retention, academic achievement, and student engagement on a community college campus. Data were collected from a purposeful sample of 197 SSC participants at a middle sized community college in southeast Texas and compared to a matched sample of 235 non-SSC participants. Twelve former SSC participants were also interviewed in an attempt to build a more empirical understanding of the impact of the SSC on student engagement and, thus, the students’ decisions to remain in college. Results of this study indicate that a relationship exists between participation in the SSC and persistence, retention, academic achievement in English and mathematics, and student engagement. Additionally, participants claim that taking the SSC not only altered their perceptions of the importance of the course, but their social and study skills as well.  相似文献   

Achievement and Climate Outcomes for the Knowledge is Power Program in an Inner-City Middle School     

Steven M. Ross  Aaron J. McDonald  Marty Alberg  Brenda McSparrin-Gallagher 《Journal of Education for Students Placed at Risk》2013,18(2):137-165

This study was designed to examine the effects of a whole school reform, the Knowledge is Power Program (KIPP), specifically designed to raise academic achievement of at-risk urban middle school students by establishing an extended school day and year, a rigorous curriculum, after-school access to teachers, and increased family-school connections. In our mixed-methods design, qualitative (interview and observation) and quantitative (survey and achievement test) measures are employed to determine first-year program implementation and student outcomes for the KIPP:DIAMOND (Daring Individual Achievers Making Outstanding New Dreams) Academy (KIPP:DA), an inner-city school in a large, high-poverty urban district. For the achievement analyses, 49 KIPP:DA students were individually matched to highly comparable control students of the same ethnicity, socioeconmic status, gender, and ability, who attended different district schools in the same neighborhood. Statistically significant and educationally meaningful advantages for KIPP:DA students were found on 4 out of 6 standardized tests. The achievement results are interpreted in relation to the key program elements, the positive school climate established, and the quality of the 1st-year implementation.  相似文献   

Sustaining High-Quality Teaching and Evidence-Based Curricula: Follow-Up Assessment of Teachers in the REDI Project     

Karen L. Bierman  Rebecca M. Sanford DeRousie  Brenda Heinrichs  Celene E. Domitrovich  Mark T. Greenberg  Sukhdeep Gill 《Early education and development》2013,24(8):1194-1213

Research Findings: Recent research has validated the power of evidence-based preschool interventions to improve teaching quality and promote child school readiness when implemented in the context of research trials. However, very rarely are follow-up assessments conducted with teachers in order to evaluate the maintenance of improved teaching quality or sustained use of evidence-based curriculum components after the intervention trial. In the current study, we collected follow-up assessments of teachers 1 year after their involvement in the REDI (REsearch-based, Developmentally Informed) research trial to evaluate the extent to which intervention teachers continued to implement the REDI curriculum components with high quality and to explore possible preintervention predictors of sustained implementation. In addition, we conducted classroom observations to determine whether general improvements in the teaching quality of intervention teachers (relative to control group teachers) were sustained. Results indicated sustained high-quality implementation of some curriculum components (the Promoting Alternative THinking Strategies curriculum) but decreased implementation of other components (the language/literacy components). Sustained intervention effects were evident on most aspects of general teaching quality targeted by the intervention. Practice or Policy: Implications for practice and policy are discussed.  相似文献   

Professional Development Teams     

Gina Schack  Brenda J. Overturf 《Teaching Education》2013,24(2):91-98

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The ethics of reading Wittgenstein     

Michael A. Peters 《Educational Philosophy and Theory》2019,51(6):546-558

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