Cluttering and stuttering     

Katrina de Hirsch F.C.S.T. 《Annals of dyslexia》1975,25(1):57-68

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General population norms about child abuse and neglect and associations with childhood experiences     

Bensley L  Ruggles D  Simmons KW  Harris C  Williams K  Putvin T  Allen M 《Child abuse & neglect》2004,28(12):1321-1337

BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth.  相似文献   

What is Lesson Study?     

John Elliott 《European Journal of Education》2019,54(2):175-188

This article addresses the conceptual question “what is lesson study?” as an issue that arises in the context of the globalisation of lesson study as a method for improving teaching and learning beyond its presumed origins in the Japanese education system. To what extent can adaptations of the method in different national settings be interpreted as faithful representations of its practically significant “critical features” in the country of origin? In order to address this question, the article begins by examining the comparative classroom research by Stigler and Hiebert that culminated in the publication of The Teaching Gap. This work is generally acknowledged to have been seminal for the global development of lesson study as a method for improving teaching and learning. Sponsored by the 1997 TIMMS testing programme, the research sought to explain pronounced differences in measured educational attainment between students of all ages in Japan, and the US and Germany. In the process Stigler and Hiebert discovered the extensive use of lesson study in Japanese primary schools as a school‐based research method for securing consistency between learning goals and teaching methods. In doing so, they identified six principles which underpinned the method and pinpointed its practical significance. In this article, the author claims that the principles identified by Stigler and Hiebert can be used as a framework for assessing adaptations of lesson study in the context of globalisation, and connecting it to related methodological ideas that are internationally circulating. In particular, the author stresses links between lesson study, the tradition of classroom action research forged by Lawrence Stenhouse and his colleagues at the University of East Anglia, UK and the theory of variation developed in Sweden and Hong Kong by Ference Marton, Lo Mun Ling and others. Such links can deepen a theoretical understanding of “lesson study” and safe‐guard it against a “cherry‐picking” approach to its implementation in a context of globalisation. The article particularly highlights the importance of understanding the ways in which the organisational cultures of schooling in many countries shape and distort the implementation of lesson study. It argues for the greater involvement of school leaders and administrators in a form of second‐order action research aimed at transforming the organisational context of teachers’ work in classrooms and creating more space for them to spend less time as test data managers and more time as lesson researchers in accordance with the six principles outlined.  相似文献   

The (Untold) Drama of the Turning Page: The Role of Page Breaks in Understanding Picture Books     

Katrina Emily Bartow Jacobs 《Children‘s Literature in Education》2016,47(4):357-373

While scholars have recognized the importance of page breaks in both the construction and comprehension of narrative within picture books, there has previously been limited research that focused directly on how children discuss and make sense of these spaces in the text. Yet, because of their nature as dramatic gaps in the narrative, page breaks offer unique and exciting opportunities to understand how children make meaning of picture books (Sipe in Storytime: young children’s literary understanding in the classroom, Teachers College Press, New York, 2008). This study explores how explicitly inviting young children to discuss page breaks offers insights into how these spaces function within the children’s readings. Drawing on transcribed audio-recordings of a series of read-aloud sessions held with a group of children ages five to eight, the analysis focused on coding themes within the children’s talk around page breaks in picture books. Specifically, the children referenced the role of page breaks as aesthetic choices; the utilization of page breaks to comprehend word/picture relationships; and the negotiation of these gaps in the story as they worked construct a cohesive understanding of the narrative. Overall, the data represents the rich possibilities for educators to include explicit talk around page breaks during picture book read-alouds as a pathway toward better understanding children’s sense-making of these texts.  相似文献   

BOOK REVIEWS     

David Carless  Julian Elliott  Flora L. F. Kan 《比较教育学》2006,42(4):563-569

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Assessment of general education at Clayton State College     

Bradley R. Rice  Elliott W. McElroy 《Assessment Update》1992,4(1):12-13

This article is an excerpt from a report issued by Clayton State College and from an article by B. R. Rice and E. W. McElroy, “General Education at Clayton State College” in Outcomes: The Quarterly Journal of the Network for Outcome-Based Schools, 10 (1), Spring 1991.  相似文献   

Self-esteem and coping strategies among deaf students   总被引：1，自引：0，他引：1  

Jambor E  Elliott M 《Journal of deaf studies and deaf education》2005,10(1):63-81

Research studies on the determinants of self-esteem of deaf individuals often yield inconsistent findings. The current study assessed the effects on self-esteem of factors related to deafness, such as the means of communication at home and severity of hearing loss with hearing aid, as well as the coping styles that deaf people adopt to cope with everyday life in a hearing world. Data were collected among the deaf students of California State University, Northridge. Hierarchical regression modeling showed that identification with the Deaf community significantly contributed to positive self-esteem. Results also revealed that deaf students with greater degree of hearing loss and with bicultural skills that help them function in both the hearing and the Deaf community generally have higher self-esteem. Implications for further study are discussed.  相似文献   

Rural Iowa youth: A descriptive summary of postsecondary persistence five years after high school     

Kimberly A. Schonert  Judi P. Elliott  David B. Bills 《Research in higher education》1991,32(3):269-288

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The Paradox of Educational Reform in the Evaluatory State: Implications for Teacher Education     

Elliott  John 《Prospects》2002,32(3)

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Epistemological beliefs across cultures: critique and analysis of beliefs structure studies     

Kwok-wai Chan  Robert G. Elliott 《教育心理学》2004,24(2):123-142

The findings of epistemological beliefs studies in North America, Hong Kong and Taiwan were compared and interpreted in terms of the different cultural contexts and methodologies used in the research studies. Based on cross culture analysis a hypothesis for the structure of epistemological beliefs was proposed. Implications were also drawn for future research in this field, in light of the limitations and potential of existing measuring instruments.  相似文献