The hospitalized abused child: An interdisciplinary approach     

Carole Kauffman  Kathleen Neill 《Child abuse & neglect》1977,1(1):179-186

The interdisciplinary approach to family diagnosis and treatment of child abuse often begins in the hospital. The tone established at this time has crucial implications for the treatment program following discharge from the hospital. There is, however, a paucity of information in the literature regarding the best utilization of this critical phase of treatment. Often this period is viewed as a time for assessment, diagnosis and treatment of the physical injuries while neglecting to recognize and utilize the potential for planned therapeutic intervention during the hospital stay. This paper identifies methods and interventions in implementing a treatment plan particular to this phase of the over-all treatment of the child and family.  相似文献   

A case of dyslexia?     

Andrew Sutton  Carole Aubrey  Brenda Morris 《Cambridge Journal of Education》1984,14(2):39-48

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Towards flexible learning for adult learners in professional contexts: an activity-focused course design     

Sarah Cornelius  Carole Gordon  Aileen Ackland 《Interactive Learning Environments》2013,21(4):381-393

This article argues for a flexible model of learning for adults which allows them to make choices and contextualise their learning in a manner appropriate to their own professional practice whilst also developing as a member of a learning community. It presents a design based around online ‘learning activities’ which draws on ideas of constructivism, collaborative learning and reflective practice. The model was developed for adult learning in Higher Education, and has been adapted and extended to a number of different programmes. Implementation of the model for the Teaching Qualification (Further Education) has been the subject of an interpretative evaluation using a multiple methods approach. Learners' experiences of this programme together with issues associated with the application of the model to other programmes are discussed.  相似文献   

Lost and Found     

Carole Edelsky  Ursula Casanova  Barbara Guzzetti  Sarah Hudelson  Helga Kansy  Irene Serna 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):307-315

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Attitudes toward learning oral communication skills online: the importance of intrinsic interest and student-instructor differences     

Keith M. Harris  Liam Phelan  Bonnie McBain  Jennifer Archer  Antony J. Drew  Carole James 《Educational technology research and development : ETR & D》2016,64(4):591-609

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PUBLICATION BIAS: THE ACHILLES' HEEL OF SYSTEMATIC REVIEWS?     

Carole J.  Torgerson 《British Journal of Educational Studies》2006,54(1):89-102

ABSTRACT:  The term 'publication bias' usually refers to the tendency for a greater proportion of statistically significant positive results of experiments to be published and, conversely, a greater proportion of statistically significant negative or null results not to be published. It is widely accepted in the fields of healthcare and psychological research to be a major threat to the validity of systematic reviews and meta-analyses. Some methodological work has previously been undertaken, by the author and others, in the field of educational research to investigate the extent of the problem. This paper describes the problem of publication bias with reference to its history in a number of fields, with special reference to the area of educational research. Informal methods for detecting publication bias in systematic reviews and meta-analyses of controlled trials are outlined and retrospective and prospective methods for dealing with the problem are suggested.  相似文献   

‘Treat me as a human being—don’t look at me as a woman’: femininities and professional identities in further education     

Carole Leathwood 《Gender and education》2005,17(4):387-409

This article draws on case study research in two further education (FE) colleges to explore the ways in which women administrators, lecturers and managers negotiate and construct their (gendered, racialized and classed) identities in the workplace. The context is that of the restructuring of education, the ‘feminization’ of educational management, and debates about the de‐ or re‐professionalization of lecturers. The article illustrates how discourses of femininity are drawn upon in the construction of professional identities, and are used to both perform and resist new worker identities and gendered power relations. Despite optimistic discourses about a ‘female future’, the restructuring of further education does not, as yet, appear to have resulted in any notable challenge to the gendered, racialized and classed FE labour market.  相似文献   

Development of Knowledge about the Role of Inference in Text Comprehension     

Carole R. Beal 《Child development》1990,61(4):1011-1023

The goal of this research was to learn when children recognize that they make inferences to understand text, and how this knowledge affects their ability to revise text and to monitor its informativeness. In 4 experiments, first-, second-, and third-grade children (6-10 years) were presented with brief stories in which the physical cause of a target event was described explicitly, implied, or not mentioned in the text. In the first 3 experiments, children judged whether they had inferred the cause or if it had been explicitly mentioned in either the original or a revised version of the story. The results showed that for stories with implicit causes, first- and second-grade children tended to report that the causes had been explicitly mentioned, while third graders correctly reported that the causes were inferred. In the fourth experiment, children were asked to judge the difficulty of inferring the cause from problematic and ambiguous versions of the stories. Older children were more likely to report difficulties in inferring the target information. Third graders were also more likely to revise the texts to include additional information about the causes of the target events. The results show that younger children tend to attribute inferred information of the text, while older children clearly distinguish inferred and explicit text information.  相似文献   

Beyond sensation seeking: affect regulation as a framework for predicting risk-taking behaviors in high-risk sport     

Castanier C  Le Scanff C  Woodman T 《运动与训练心理学杂志》2010,32(5):731-738

Sensation seeking has been widely studied when investigating individual differences in the propensity for taking risks. However, risk taking can serve many different goals beyond the simple management of physiological arousal. The present study is an investigation of affect self-regulation as a predictor of risk-taking behaviors in high-risk sport. Risk-taking behaviors, negative affectivity, escape self-awareness strategy, and sensation seeking data were obtained from 265 high-risk sportsmen. Moderated hierarchical regression analysis revealed significant main and interaction effects of negative affectivity and escape self-awareness strategy in predicting risk-taking behaviors: high-risk sportsmen's negative affectivity leads them to adopt risk-taking behaviors only if they also use escape self-awareness strategy. Furthermore, the affective model remained significant when controlling for sensation seeking. The present study contributes to an in-depth understanding of risk taking in high-risk sport.  相似文献   

Long‐Distance and Proximal Romantic Relationship Satisfaction: Attachment and Closeness Predictors     

Amber Roberts  M. Carole Pistole 《Journal of College Counseling》2009,12(1):5-17

Relationship satisfaction was examined in college student long‐distance romantic relationships (LDRRs) and geographically proximal romantic relationships (PRRs). LDRR/PRR attachment style proportions and relationship satisfaction were similar. Multiple regression analyses revealed that low attachment avoidance contributed uniquely to high LDRR satisfaction and that low attachment avoidance, low attachment anxiety, and living apart contributed uniquely to high PRR satisfaction. Relational closeness was not a unique predictor of LDRR or PRR satisfaction.  相似文献