Repeated reports for child maltreatment among intimate partner violence victims: Findings from the National Survey of Child and Adolescent Well-Being     

Cecilia Casanueva  Sandra L. Martin  Desmond K. Runyan 《Child abuse & neglect》2009,33(2):84-93

ObjectivesTo determine the prevalence of intimate partner violence (defined as any physical violence during the last 12 months or previously) among mothers who maltreat their children, and to examine whether mothers’ experiences of intimate partner violence (IPV) are associated with repeated reports (rereports) of children to Child Protective Services (CPS) during the following 18 months.MethodsData for the analyses were from the National Survey of Child and Adolescent Well-Being (NSCAW), a national probability study of children investigated for child maltreatment. The sample of 5,501 children (ages 0–14) was randomly selected from the families who entered the US child welfare system between October 1999 and December 2000. The analysis sample was restricted to 1,236 families in which caregivers were: (1) the alleged perpetrators of the child maltreatment at baseline (independently of substantiation status) and (2) the biological mothers (n = 1,212 or 98.6%), adoptive mothers (n = 17 or 1%), or stepmothers (n = 7 or 0.3%) of children not placed in out-of-home care.ResultsChildren of mothers physically abused by an intimate partner during the last 12 months or previously at the intake interview (44%) were twice as likely as children of mothers who had not experienced such violence to be rereported to CPS (29% vs. 14%, Odds Ratio = 2.0, 95% Confidence Interval = 1.1–3.4). Rereports occurred almost twice as quickly for children of mothers who experienced IPV compared to children of mothers who had not experienced IPV (Hazard Ratio = 1.9, 95% Confidence Interval = 1.1–3.0).ConclusionsThe higher risk and speedier rereports of child maltreatment associated with intimate partner violence highlights the need for universal assessment and provision of services for IPV among families that are investigated by CPS.  相似文献   

Defining the Difference: Comparing Integrated and Traditional Single-Subject Lessons     

Ksenia S. Zhbanova  Audrey C. Rule  Sarah E. Montgomery  Lynn E. Nielsen 《Early Childhood Education Journal》2010,38(4):251-258

Early childhood curricula should be authentic and child-centered, however, many teachers still rely on direct instruction lessons. To better define how an integrated curriculum meets the needs of students, this study examined teacher talk and actions during instructional activities with first and second graders under two conditions: (1) subject-integrated social studies lessons of an integrated curriculum unit (experimental condition); and (2) single subject-focused mathematics lessons of a traditional separate subject curriculum (control condition). The mixed-methods study sought to define and compare characteristics of both curriculum approaches. Fourteen hours of observations were collected in each setting. In the integrated curriculum setting, the teacher was a facilitator of teamwork, offering choices, and giving praise; students made choices, decisions, and worked collaboratively. In the traditional setting, the teacher delivered direct instruction and controlled behavior; students followed directions, recalled knowledge, and worked individually. Less teacher energy was expended for behavior management in the integrated curriculum setting, indicating intrinsic motivation of students. Implementation of integrated curricula is recommended because of the student-centered focus that results in greater motivation, ownership, and teamwork, along with deeper knowledge connections. Because many factors hinder implementation, teachers need support when first teaching with this approach.  相似文献   

Cleaning the slate? School choice and educational outcomes in Spain     

Cecilia Albert  Carlos García-Serrano 《Higher Education》2010,60(6):559-582

Using data from a nation-wide survey on Spanish workers, this paper examines two issues: the determinants of school choice (distinguishing between public and private schools) and the influence of school type on the individual’s educational attainment. For that, bivariate probit models are estimated. The analysis is carried out separately by gender and birth cohort. We find that individuals who have attended a private school come from households with higher socio-cultural level and that having attended a private school does not raise the probability of reaching a higher degree, once potential endogeneity of school choice and educational outcomes are taken into account. However, the latter result depends on the instrumental variable used for observed school type in models of demand for higher education.  相似文献   

The role of high school racial composition and opportunities to learn in students' STEM college participation          下载免费PDF全文

Martha Cecilia Bottia  Roslyn Arlin Mickelson  Jason Giersch  Elizabeth Stearns  Stephanie Moller 《科学教学研究杂志》2018,55(3):446-476

We analyze longitudinal data from students who spent their academic careers in North Carolina (NC) public secondary schools and attended NC public universities to investigate the importance of high school racial composition and opportunities to learn in secondary school for choosing a science, technology, engineering, and mathematics (STEM) major. We consider school racial composition and opportunities to learn as contexts that shape students' decisions regarding college majors. Results of cross‐classified hierarchical logistic models indicate that attending schools with predominantly White students is negatively associated with declaring a STEM major and with graduating with a STEM major irrespective of students' own race. The finding suggests that for students in North Carolina, attending racially isolated White high schools is related to a decrease in adolescents' participation in STEM during college.  相似文献   

An historic Danish‐British connection: junker's gymnastic institute at Silkeborg,Jutland, Denmark     

Grå Borup‐Nielsen 《国际体育史杂志》2013,30(3):428-435

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Salivary and plasma cortisol and testosterone responses to interval and tempo runs and a bodyweight-only circuit session in endurance-trained men     

Amy Vivien Tanner  Birthe Vejby Nielsen  Judith Allgrove 《Journal of sports sciences》2013,31(7):680-689

Abstract

The aim of this study was to examine the acute response to plasma and salivary cortisol and testosterone to three training protocols. Ten trained endurance athletes participated in three experimental trials, such as interval training (INT), tempo run (TEMP) and bodyweight-only circuit training (CIR), on separate days. Blood and saliva samples were collected pre- and 0, 15, 30 and 60 min post-exercise. Peak post-exercise salivary cortisol was higher than pre-exercise in all trials (P < 0.01). After INT, salivary cortisol remained elevated above pre-exercise than 60 min post-exercise. Salivary testosterone also increased post-exercise in all trials (P < 0.05). Plasma and salivary cortisol were correlated between individuals (r = 0.81, 0.73–0.88) and within individuals (r = 0.81, 0.73–0.87) (P < 0.01). Plasma and salivary testosterone was also correlated between (r = 0.57, 0.43–0.69) and within individuals (r = 0.60, 0.45–0.72), (P < 0.01). Peak cortisol and testosterone levels occurred simultaneously in plasma and saliva, but timing of post-exercise hormone peaks differed between trials and individuals. Further investigation is required to identify the mechanisms eliciting an increase in hormones in response to CIR. Furthermore, saliva is a valid alternative sampling technique for measurement of cortisol, although the complex, individual and situation dependent nature of the hormone response to acute exercise should be considered.  相似文献   

Dominance, Subordination, and Concepts of Personal Entitlements in Cultural Contexts   总被引：2，自引：1，他引：2  

Cecilia Wainryb  Elliot Turiel 《Child development》1994,65(6):1701-1722

In 2 studies, we assessed concepts of personal entitlements in more and less hierarchically organized cultures. Study 1 assessed the judgments of 88 adolescent and adult males (mean ages 17-6 and 34-7) from Druze and Jewish communities in Israel. Subjects were presented with conflict situations in which a person in a dominant position (husband, father) objects to the activities of a family member in a subordinate position (wife, daughter, son), and vice versa. Druze subjects attributed more power than Jewish subjects to husbands and fathers over wives and daughters, but concepts of personal entitlements were prominent in both groups. Study 2 assessed the judgements of Druze females (mean ages 12-10, 17-5, and 38-6). Results show that females accept the legitimacy of males' power and personal autonomy, recognize the consequences for those in subordinate positions, and regard the existing social arrangements as unfair. Overall, the findings indicate that social reasoning is heterogeneous in different types of cultures.  相似文献   

Functional reading difficulties in Denmark     

Carsten Elbro  Susan Møller  Elisabeth Munk Nielsen 《Reading and writing》1995,7(3):257-276

In this first Danish study of adult reading skills, 1124 adults between 18 and 67 years of age participated in an interview about reading habits and skills, and 445 were tested individually at home using six common texts. Great care was taken to ascertain that subjects were representative of the whole adult population and that the texts covered most types of everyday reading. Three percent of the participants were found to have severe functional reading difficulties and a further 9 percent to have moderate difficulties. Regression analyses found several unique predictors of reading difficulties: age (adults over 45 years reading more poorly than younger adults), limited basic education, no vocational training nor higher education, and a small amount of reading needed at work. The rate of poor readers was about four times higher among persons with low income than among others. Men and women read equally well although men tended to rate themselves lower as readers than women did. Methodological issues and some educational implications are discussed.  相似文献   

Islam in the school curriculum: Symbolic pedagogy and cultural claims     

Katherine Nielsen 《British Educational Research Journal》2012,38(5):881-883

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Dimensions of Norm-Referenced Compulsory School Grades and their Relative Importance for the Prediction of Upper Secondary School Grades     

Cecilia Thorsen 《Scandinavian Journal of Educational Research》2014,58(2):127-146

Irrespective of the grading system, grades are the most valid instrument for predicting educational success. Previous studies have shown that criterion-referenced compulsory school grades are multidimensional, reflecting subject-specific dimensions and a common grade dimension, both of which contribute to the predictive validity of grades. This suggests that in addition to knowledge and skills, grades reflect other aspects which might have importance for the prediction of educational success. The purpose of this study was to investigate, using structured equation modeling, whether norm-referenced compulsory school grades display similar patterns of dimensionality and predictive validity to criterion-referenced grades. Possible differences due to gender and parents' education were considered. Participants were 3855 students born in 1972. The results showed that norm-referenced grades are multidimensional, and that both the subject-specific and common grade dimensions contribute to predicting educational success. In the common grade dimension, girls and students with higher educational backgrounds were favored.  相似文献