Child abuse before Kempe: an historical literature review     

M A Lynch 《Child abuse & neglect》1985,9(1):7-15

This literature review traces the recognition of child abuse and ends where many texts begin with the publication of Henry Kempe's paper in 1962, where the term, "battered child syndrome," was used for the first time. Starting with the first known treatise in pediatrics, the review examines evidence produced throughout the centuries on the recognition of physical child abuse. Many of the references are medical and show how while the early physicians found it easy to accept that those caring for children might injure them, by the end of the 19th century, more obscure diagnoses were being sought to explain the lesions. However, even during the time some physicians were pursuing "scientific" etiologies, there are publications that demonstrate a continuing acknowledgment of the problem of child abuse. No review of this type can claim to be complete, and the author hopes others will be sufficiently interested to seek out further historical references.  相似文献   

Why child maltreatment researchers should include children's disability status in their maltreatment studies     

Kendall-Tackett K  Lyon T  Taliaferro G  Little L 《Child abuse & neglect》2005,29(2):147-151

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High school students' experience of experimental work in physical science and its relation to pupil attainment     

P. P. Lynch 《科学教学研究杂志》1978,15(6):543-549

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Beyond seat time and student satisfaction: A curricular approach to residential education     

Kathleen G. Kerr  James Tweedy 《About Campus》2006,11(5):9-15

The success of a traditional residential education program is typically measured by numbers of students who attend and how much they liked it. Kathleen Kerr and James Tweedy offer a peer‐reviewed curricular approach that determines success by how much students learn.  相似文献   

Effects of a prenatal care intervention for adolescent mothers on birth weight, repeat pregnancy, and educational outcomes at one year postpartum          下载免费PDF全文

Ford K  Weglicki L  Kershaw T  Schram C  Hoyer PJ  Jacobson ML 《The Journal of perinatal education》2002,11(1):35-38

About one-third of adolescent mothers receive inadequate prenatal care, and babies born to young mothers are more likely to be of low birth weight. The objective of this study is to evaluate a peer-centered prenatal care program for adolescent mothers. Pregnant adolescents were randomly assigned to an experimental or control group in a mastery modeling peer-support intervention designed to improve long- and short-term perinatal outcomes. A sample of 282 urban pregnant adolescents (94% African American, 4% Caucasian, 2% other) participated in the study. Participants were recruited from five clinics located mainly in Detroit, Michigan. Participants in the experimental group received care in a small group setting and learned to perform critical measurements with a peer partner during prenatal visits. Participants in the control group received individual prenatal care in the same clinics. Outcome measures included birth weight, years of schooling completed at one year postpartum, planned and unplanned pregnancy at one year postpartum, and employment and school attendance at one year postpartum. Mothers in the experimental group had a lower rate of low birth weight (6.6% vs. 12.5%, p=0.08). The rate of unplanned pregnancy was also lower for adolescents in the experimental group (13.4% vs. 15.9%), although this difference was not statistically significant. Adolescents who participated in the intervention were more likely to have continued their education during the pregnancy and the postpartum year. The mastery modeling, peer-centered, prenatal care program produced some positive pregnancy outcomes for adolescent mothers.  相似文献   

A course in intervention strategies in child abuse and neglect     

Kathleen Coulborn Faller  M.Leora Bowden 《Child abuse & neglect》1979,3(1):227-233

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SOME SPECIFIC PROBLEMS IN SECONDARY SCHOOL     

Kathleen Cochrane 《International Journal of Disability, Development & Education》1968,15(1):26-32

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Evaluating college teaching as leadership   总被引：2，自引：2，他引：2  

James L. Norr  Kathleen S. Crittenden 《Higher Education》1975,4(3):335-350

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Prenatal cocaine exposure: a comparison of 2-year-old children in parental and nonparental care     

Brown JV  Bakeman R  Coles CD  Platzman KA  Lynch ME 《Child development》2004,75(4):1282-1295

Effects of prenatal cocaine exposure and parental versus nonparental care on outcome at 2 years of age were examined. The sample included 83 cocaine-exposed and 63 nonexposed children and their caregivers; 49 and 34 of the cocaine-exposed children experienced parental and nonparental care, respectively. Prenatal drug exposure was not related directly to children's outcome at 2 years of age. However, compared with cocaine-exposed children in parental care, those in nonparental care experienced a more optimal environment and performed better in several developmental domains at 2 years of age in spite of being at greater neonatal risk. Further analyses suggested that this protective effect of nonparental care was in part due to nonkin rather than kin care.  相似文献   

Methaphor: A Tool for Promoting Prospective Elementary Teachers' Participation in Science Teacher Learning Community     

Kathleen Sillman  Thomas M. Dana 《Journal of Science Teacher Education》2001,12(2):87-106

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