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31.
Kenneth W. Feldman Carol Jenkins Tyler Laney Kristy Seidel 《Child abuse & neglect》2009,33(10):709-716
ObjectivesWe sought to evaluate child, parent and medical provider preferences for chaperones for outpatient encounters and to evaluate the acceptability and frequency of utilization following institution of a chaperone policy. Secondarily, we sought to understand what medical history and examinations teens consider “sensitive.”DesignWe conducted an observational study 1 month before and 1 month after institution of outpatient clinic chaperone policy. Post clinic questionnaires were used for patients ≥12 years old, parents, and clinicians. A research assistant observed chaperone use.SettingAdolescent Medicine, Urology, and Rehabilitation Clinics at a regional, tertiary-care pediatric hospital, in a major metropolitan area were studied.ParticipantsConvenience sample: 117 clinic patients during control period and 119 after policy implementation.Main outcome measuresPreferences for and satisfaction with chaperone use were documented.ResultsAlthough non-parent chaperones were usually declined (99.6%), offers were appreciated. Non-parent chaperone use increased modestly (5.3–18.1%).Most patients preferred not to have non-parent chaperones. This preference was greater among older patients (88%), than early teens (52%). After experiencing sensitive examinations, more young adolescent patients (89%) wished their parent had been present than older patients (38%). Patients’ opinions about what constitutes “sensitive” questions and examinations and chaperone preferences varied widely. Providers often did not recognize issues patients and parents considered sensitive questioning (21% agreement), but recognized sensitive physical examinations better (74% agreement). Providers felt chaperones had been a detriment to examination and exams would have gone better without one only 1% of the time.ConclusionsAlthough usually declined, offers of chaperones were appreciated and use of non-parent chaperones increased modestly. Offering chaperones for sensitive examinations may remind providers about appropriate, respectful patient encounters. Implications for children's hospitals’ patient safety and satisfaction, and institutional staff protection and costs are significant.Practice implicationsQuestions and examinations which patients consider sensitive vary widely. Asking patients for their preferences for examination chaperones may reassure them about the appropriateness of examinations, remind staff to conduct respectful examinations and protect providers from accusations of impropriety. Since most chaperone offers are declined, the cost of asking is likely to be minimal. 相似文献
32.
Jaclyn B. Caccese Thomas A. Buckley Ryan T. Tierney Kristy B. Arbogast William C. Rose Joseph J. Glutting 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(4):462-476
There is increasing societal concern about the long-term effects of repeated impacts from soccer heading, but there is little information about ways to reduce head impact severity. The purpose of this study was to identify factors that contribute to head acceleration during soccer heading. One-hundred soccer players completed 12 controlled soccer headers. Peak linear (PLA) and rotational (PRA) accelerations were measured using a triaxial accelerometer and gyroscope. Head acceleration contributing factors were grouped into 3 categories: size (head mass, neck girth), strength (sternocleidomastoid, upper trapezius) and technique [kinematics (trunk, head-to-trunk range-of-motion), sternocleidomastoid and upper trapezius activity]. Multiple regression analyses indicated size variables explained 22.1% of the variance in PLA and 23.3% of the variance in PRA; strength variables explained 13.3% of the variance in PLA and 17.2% of the variance in PRA; technique variables did not significantly predict PLA or PRA. These findings suggest that head and neck size and neck strength predict PLA and PRA. Anthropometric and neck strength measurements should be considered when determining an athlete’s readiness to begin soccer heading. 相似文献
33.
Kristy Cooper Stein James Wright Elizabeth Gil Andrew Miness Dion Ginanto 《Journal of Latinos & Education》2018,17(2):103-120
We used Latina/Latino Critical Race Theory (LatCrit) to re-analyze survey and interview data from earlier research in which we found that Latina/o students reported less positive experiences than other students in this high school. We found racial injustice in class enrollments, in students’ experiences with stereotypes and prejudice, in student-teacher relationships, and in school policies and norms. LatCrit principles illustrate interconnections among racism, interest convergence, and colorblindness that create racial injustice for Latinas/os. We argue that counterstorytelling could emerge to resist that injustice and that educators must understand how racism functions in their schools and interrogate relevant policies and norms. 相似文献
34.
Peipei Setoh Kristy J. J. Lee Lijun Zhang Miao K. Qian Paul C. Quinn Gail D. Heyman Kang Lee 《Child development》2019,90(1):162-179
This research investigated the relation between racial categorization and implicit racial bias in majority and minority children. Chinese and Indian 3- to 7-year-olds from Singapore (N = 158) categorized Chinese and Indian faces by race and had their implicit and explicit racial biases measured. Majority Chinese children, but not minority Indian children, showed implicit bias favoring own race. Regardless of ethnicity, children's racial categorization performance correlated positively with implicit racial bias. Also, Chinese children, but not Indian children, displayed explicit bias favoring own race. Furthermore, children's explicit bias was unrelated to racial categorization performance and implicit bias. The findings support a perceptual–social linkage in the emergence of implicit racial bias and have implications for designing programs to promote interracial harmony. 相似文献
35.
Carlisle JE Feezell JT Michaud KE Smith ER Smith L 《Public understanding of science (Bristol, England)》2010,19(5):514-527
Our study examines how individuals decide which scientific claims and experts to believe when faced with competing claims regarding a policy issue. Using an experiment in a public opinion survey, we test the source content and credibility hypotheses to assess how much confidence people have in reports about scientific studies of the safety of offshore oil drilling along the California coast. The results show that message content has a substantial impact. People tend to accept reports of scientific studies that support their values and prior beliefs, but not studies that contradict them. Previous studies have shown that core values influence message acceptance. We find that core values and prior beliefs have independent effects on message acceptance. We also find that the sources of the claims make little difference. Finally, the public leans toward believing reports that oil drilling is riskier than previously believed. 相似文献
36.
Kristy Timmons 《Early Childhood Education Journal》2018,46(6):613-628
Teachers incorporate information from various sources as they form their academic expectations for students. The student record of prior achievement is the most salient factor that educators use to form their expectations for children’s achievement. Research on the factors that influence educator expectations has primarily focused on the ways teachers assimilate various pieces of information about students. More recently, there is an interest in moving away from this perspective and focusing more on teacher factors that may influence these differing expectations. The purpose of this research was to explore the factors that contribute to the formation of educator expectations in Full-Day Kindergarten. This study presents an in-depth examination of reports from Early Childhood Educators (ECEs) and teachers on their teaching philosophies, roles, teaching practices, and interactions that support students in meeting curriculum expectations. This study elucidates the differences in the two groups in terms of how their expectations are formed and in turn how they may affect processes leading to child outcomes. Furthermore, this research responds to existing gaps in the educator expectation field by extending the research to include the early years. 相似文献
37.
This article charts the emergence of the births, deaths and marriages column in the colonial Australian press. Using Australia’s oldest continuing newspaper the Sydney Morning Herald as a case study, this article examines the evolution of the notices over a 25-year period from the newspaper’s first publication (as the Sydney Herald) in 1831. We argue that the births, deaths and marriages notices in the Herald were part of early attempts by colonists to reinforce their respectability before becoming a practice with widespread appeal that both announced key life events and marked people’s connection to place. Drawing on the scholarship of Pierre Bourdieu, our analysis pinpoints the moment these notices were ‘legitimised’ by the journalistic field and marked the birth of a media ritual in colonial Australian society. We provide historical insight into the ways in which the news media establish legitimacy in the social spaces they serve. 相似文献
38.
Kristy Drake 《Journal of Educational Change》2017,18(3):337-363
Recent global events have led to a striking rise of displaced people and refugees worldwide. Every year, the United States resettles nearly 70,000 refugees, with a large minority resettling in one California school district. Approximately 3000 students from refugee families are enrolled in local schools, many of whom lack prior formal education in their home countries. Further compounding the challenge is the recent onset of rigorous local and state policies. While several studies exist on teachers’ sensemaking of educational policies more generally, no studies deal with the role of teachers in mediating the intersection of policy and underschooled immigrant students. Using a sensemaking perspective, this qualitative study explores how teachers conceptualize their role as mediators between policy and student needs. Analysis of district policy-related documents, classroom observations, and interviews with school and district staff revealed that teachers balanced multiple layers of factors in their sensemaking of broad-based district policy in the case of underschooled immigrant students. Though the district presented a unified policy message related to graduation requirements, participants articulated different purposes of school for underschooled immigrant students. These differing perceptions affected how teachers conceptualized their role. This study’s contributions to research and theory, as well as implications for policy, practice, and future research are also discussed. 相似文献
39.
Beth Ann Herrmann Kristy Cook Wendy Elliott Leah Lewis Julie Thomas 《Teaching in Higher Education》2013,18(2):253-261
Abstract In this paper we reflect on our efforts during the 1992–93 academic school year to create a different type of teacher education experience — one based on active learning, and collegiality and mutuality. Drawing on a model for classroom‐based teacher development described by Thiessen (1992), we begin with an overview of how we worked to (a) improve the quality of learning for all participants; (b) create a supportive learning environment for all the stakeholders; (c) leant in the complex and changing situation of classroom life; (d) combine personally meaningful, educationally defensible and socially justifiable evaluation practices; and (e) engage in reflective, interactive and transformative experiences. After this we. describe tension we experienced, which resulted from a lack of shared vision among us and from our efforts to examine our own practice. We also explore how we tried to deal with the tension. We conclude with lessons learned from our experience which have led to new questions about teacher education reform. 相似文献
40.
Timmons Kristy Cooper Amanda Bozek Emma Braund Heather 《Early Childhood Education Journal》2021,49(5):887-901
Early Childhood Education Journal - Due to the COVID-19 pandemic, schools across North America closed to in person learning in March 2020. Since then, it has become increasingly clear that physical... 相似文献