The Parent Threat Inventory: development, reliability, and validity     

Scher CD  Stein MB  Ingram RE  Malcarne VL  McQuaid JR 《Child abuse & neglect》2002,26(2):207-225

OBJECTIVE: The goal was to develop a retrospective inventory of parental threatening behavior to facilitate a better understanding of such behavior's role in the etiology of psychological distress. METHOD: Inventory items were developed based on theory and 135 students' responses to a question eliciting examples of threatening parental behavior. Following item development, two additional student samples (n = 200 and n = 603) completed batteries of self-report measures. Responses were used to eliminate unstable or redundant items from the inventory and to examine the inventory's psychometric properties. RESULTS: Factor analysis of the inventory revealed three factors, accounting for 66.2% of variance; this factor structure is compatible with theory, and consistent across maternal behavior scores, paternal behavior scores, and combined maternal and paternal scores. Cronbach's coefficient alphas indicated acceptable internal consistency; Pearson correlation coefficients indicated acceptable 4-week test-retest reliability. Moderate intercorrelations with two retrospective measures of childhood experiences suggested construct validity. Regression analyses demonstrated the ability of the inventory to predict both anxious and depressive symptomatology and lifetime symptoms of anxiety and depressive disorder. Normative data on combined parent scores, maternal scores, and paternal scores are also presented. CONCLUSIONS: Initial psychometric testing of the Parent Threat Inventory (PTI) suggests it is a reliable and valid tool for investigating the developmental antecedents of adult psychological distress. Further research should focus on addressing two limitations: (1) lack of normative and psychometric data on men and women suffering from clinical disorders, and (2) lack of validation by parental reporting.  相似文献   

Nationalistic education as the focus for civics and citizenship education : The case of Hong Kong   总被引：4，自引：0，他引：4  

Yan Wing Leung  Murray Print 《Asia Pacific Education Review》2002,3(2):197-209

Civic education has been assigned the mission of preparing critical thinking, responsible, participating, multidimensional citizens and is also used to serve the function of instilling a sense of national identity, loyalty to the nation state and patriotism In 1996, before the return of sovereignty of Hong Kong to China, the Hong Kong Education Department published theGuidelines in Civic Education for School (1996), which includes education for democracy, human rights education, global education and nationalistic education This survey adopted an amalgamate framework of five types of nationalistic education to study the understanding of nationalistic education of civic educators in secondary schools in Hong Kong The initial findings showed that the civic educators were basically strongly eclectic in terms of education for cosmopolitan, civic, and cultural nationalism and moderately eclectic in terms of anti colonial nationalism but rejected education for totalitarian nationalism This eclectic understanding can be said to be heading towards a more liberal, rational, open and inclusive type of nationalistic education, which is compatible with a cosmopolitan and pluralistic society such as Hong Kong  相似文献   

The generation effect in reading and proofreading     

Meredyth Daneman  Murray Stainton 《Reading and writing》1993,5(3):297-313

Using a naturalistic text generation and proofreading task, we investigated two questions concerning the effect of text familiarity on proofreading performance. Can experimental evidence be provided for the intuition that it is harder to proofread one's own writing than someone else's? Will the effect of text familiarity on proofreading differ as a function of whether the familiarity is self-generated or experimentally-induced? Subjects spent 30 minutes composing an essay on student life; after a 20 minute interval (Experiment 1) or a two week interval (Experiment 2) they proofread their own essay, another subject's essay after being familiarized on an error-free version of it, or another subject's essay without the benefit of a preview. Experiment 1 showed that subjects wereless able to detect errors (e.g.,The best part of student like is socializing.) in self-generated essays than in unfamiliar other-generated essays; on the other hand, they werebetter able to detect errors in familiar other-generated essays that in unfamiliar ones. Experiment 2 showed that the disadvantage for proofreading self-generated text is likely a by-product of extreme familiarity rather than any special quality of self-generated knowledgeper se. The results have implications for models of skilled reading.  相似文献   

Community of practice versus community of readers: the literacy tutors’ dilemma     

Frank Sligo  Elspeth Tilley  Niki Murray  Margie Comrie 《Journal of Vocational Education & Training》2019,71(1):108-125

This paper describes a journey undertaken by literacy tutors who were caught between incompatible values and needs in building apprentices’ literacy. The highly literate tutors were committed to teaching critical literacy. They believed that improved literacy could support learners’ aspirations to advance their prospects at work, build their connections within their community and improve their health. Hence, the tutors aimed to guide their learners into membership of an imagined community of fluent readers. They found, however, that the apprentices, along with their managers and training coordinators, saw literacy as instrumental rather than a desired outcome in its own right. Essentially, achieving a sufficient level of literacy was needed for the apprentices to become members of workplace communities of practice. Tutors then questioned their prior assumptions about the intrinsic importance of literacy, slowly accepting a dichotomous way of thinking where industrial ways of learning and knowing were predominant. Tutors’ realisation that apprentices already possessed embodied and oral literacies helped them to support the apprentices in escaping (though not leaving) workplace contexts that were becoming increasingly document-driven in character and featuring rising expectations of improved print literacy.  相似文献   

Beattie,Nicholas. 2002. The Freinet Movements of France,Italy, and Germany, 1920–2000. NY: Edwin Mellen Press,Oxford: Symposium Books. 418 pp. ISBN 0-7734-7020-4.     

Thomas  R. Murray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(6):637-638

International Review of Education -  相似文献   

Professional Conversations and Professional Growth   总被引：1，自引：0，他引：1  

Murray S. Britt  Kathryn C. Irwin  Garth Ritchie 《Journal of Mathematics Teacher Education》2001,4(1):29-53

A professional development program for 18 teachers was conducted over a two-year period. The participating teachers taught in intermediate schools (students aged 11–13) and secondary schools. The teachers worked collaboratively to improve their mathematics teaching, with encouragement to reflect on their practice but with minimal instruction from the researchers. Results, as defined by change in teaching practices, beliefs, and reflections, and student achievement, indicated that the collaborative program was particularly useful for experienced secondary school teachers but less useful for intermediate school teachers. We concluded that this type of professional development was most useful for teachers who had sufficient knowledge of mathematics; these teachers were able to focus on pedagogy and to draw connections between aspects of the mathematics they taught, without recourse to a specialist's advice. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Inhibitory Control as a Contributor to Conscience in Childhood: From Toddler to Early School Age   总被引：10，自引：2，他引：10  

Grazyna Kochanska  Kathleen Murray  Katherinc C. Coy 《Child development》1997,68(2):263-277

In this article we report a longitudinal extension of previous findings about the critical role of temperamental inhibitory or effortful control as the contributor to developing conscience in young children. A comprehensive observational battery, highly internally consistent, was developed to measure inhibitory control in 83 children at early school age who had been followed since toddlerhood and had been assessed using similar batteries at toddler and preschool age. We again confirmed the findings of robust longitudinal stability of inhibitory or effortful control, now from toddler to early school age, the increase with age, and gender differences, with girls outperforming boys. We also reaffirmed strong links, both contemporaneous and in the longitudinal sense, between in hibitory control and multiple, diverse measures of children's conscience at early school age, including observations of moral conduct, moral cognition, and moral self. The findings are discussed in view of the increasingly appreciated importance of temperament for critical aspects of socialization.  相似文献   

Capital whisperers and POMOs     

Georgina Murray 《Educational Philosophy and Theory》2018,50(14):1382-1383

  相似文献   

New Technology and Educational Television     

J. F. Murray 《Learning, Media and Technology》1988,14(1):5-25

The first part of the article provides a historical account of the broad phases of development that educational television has passed through as a result of social and technological influences:

• its beginnings in broadcasting in the fifties and sixties;

• its development through the video age in the seventies and eighties, with widening scope and opportunity as a result of developments in production and reception/recording equipment and an expansion of communication channels;

• its present potential, at the dawn of the interactive age, as a result of the influences of new technology.

The article then examines the problems of integrating new television‐related technologies into the educational system and draws attention to:

• the frequent past failures of the educational system to fully exploit new technologies, resulting in superficial integration and ineffectual use;

• the current tensions between the traditional educational technology approach and the drives behind much new technology;

• the need for appropriate systems and structures to ensure that the evaluation of such new technologies is properly resourced and effectively carried out.

  相似文献   

A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school     

Gillon  Gail  McNeill  Brigid  Scott  Amy  Denston  Amanda  Wilson  Leanne  Carson  Karyn  Macfarlane  Angus Hikairo 《Reading and writing》2019,32(8):1989-2012

Reading and Writing - This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age...  相似文献