Focus groups with children: A resource for sexual abuse prevention program evaluation   总被引：1，自引：0，他引：1  

Leanne Wood Charlesworth  Mary K. Rodwell 《Child abuse & neglect》1997,21(12):1205-1216

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Diversity of spatial activities and parents' spatial talk complexity predict preschoolers' gains in spatial skills     

Danielle S. Fox  Leanne Elliott  Heather J. Bachman  Elizabeth Votruba-Drzal  Melissa E. Libertus 《Child development》2024,95(3):734-749

Children's spatial activities and parental spatial talk were measured to examine their associations with variability in preschoolers' spatial skills (N = 113, M_age = 4 years, 4 months; 51% female; 80% White, 11% Black, and 9% other). Parents who reported more diversity in daily spatial activities and used longer spatial talk utterances during a spatial activity had children with greater gains in spatial skills from ages 4 to 5 (β = .17 and β = .40, respectively). Importantly, this study is the first to move beyond frequency counts of spatial input and investigate the links among the diversity of children's daily spatial activities, as well as the complexity of parents' spatial language across different contexts, and preschoolers' gains in spatial skills, an important predictor of later STEM success.  相似文献   

Children’s education rights at the transition to secondary education: School choice in Northern Ireland     

Leanne Henderson 《British Educational Research Journal》2020,46(5):1131-1151

The principles of school choice and diverse provision underpin transition to secondary education in a majority of countries. This article focuses on the potential for structural diversity to constrain rather than promote choice. Although intended to improve equity in access and quality of provision, choice-based systems serve to homogenise school intakes and magnify attainment differences between schools. School choice decisions become high-stakes in such contexts, because eventual school placements influence the future character of children’s schooling. In Northern Ireland, existing community divisions are reflected in the available school types, with a majority of places at either Catholic or de facto Protestant schools, and only a small number at Integrated schools. This results in high levels of homogenisation along community lines. In addition, the provision of separate grammar and non-grammar schools means that intakes are also academically stratified, resulting in the extreme between-school attainment differences characteristic of systems arranged in this way. Drawing on documentary evidence and a survey of transition-age children, this research discusses how school choice within structurally complex systems can be constrained. The main focus is on how children’s education rights, as set down in the United Nations Convention on the Rights of the Child, are placed at risk by the interaction of system-level divisions. It concludes that school choice arrangements in Northern Ireland do not operate in compliance with children’s education rights when tested against each of the requirements set out in Tomasevski’s 4-As scheme, namely that education provision must be available, accessible, acceptable and adaptable.  相似文献   

Learning environment of a distance and partly-distance postgraduate coursework programs     

Joiner  Keith F.  Rees  Leanne  Levett  Britt  Sitnikova  Elena  Townsend  Dijana 《Learning Environments Research》2021,24(3):423-449

Learning Environments Research - To provide ongoing learning for busy professionals, universities are increasingly offering postgraduate opportunities by distance and online. This research examined...  相似文献   

Adolescent bully-victims: Social health and the transition to secondary school     

Leanne Lester  Donna Cross  Thérèse Shaw  Julian Dooley 《Cambridge Journal of Education》2012,42(2):213-233

This study aimed to investigate the causal pathways and factors associated with being involved in bullying behaviour as a bully-victim using longitudinal data from students aged 11–14 years over the transition time from primary to secondary school. Examination of bully-victim pathways suggest a critical time to intervene is prior to transition from the end of primary school to the beginning of secondary school to prevent and reduce the harm from bullying. Negative outcome expectancies from bullying perpetration were a significant predictor of being a bully-victim at the end of the first year of secondary school. The findings show an association between peer support, connectedness to school, pro-victim attitudes, outcome expectancies and level of bullying involvement. Implications for intervention programs are discussed.  相似文献   

A crisis of confidence: women coaches' responses to their engagement in resistance     

Leanne Norman 《Sport, Education and Society》2013,18(5):532-551

This study centres upon the accounts of master women coaches based in the UK, exploring how they have individually experienced such acts of resistance as reaching the top of such a male dominated profession. By going beyond previous positivist feminist approaches to this focus of inquiry, I employ a feminist cultural studies framework to understand how the social construction of what it means to be a woman impacts women coaches' individual sense of self and confidence to lead. The discussions are based on semi-structured in-depth interviews with six senior national women coaches of team sports in the UK. The data highlight the success of masculine hegemony of coaching through documenting women's reluctance to advance their coaching career through a lack of self-belief and motivation as a consequence of their culturally and historically marginal position. The findings illustrate a pressing need for a revision of the dominant values inherent in professional sport in order to engage and retain potential women leaders.  相似文献   

Disentangling Mathematics Target and Access Skills: Implications for Accommodation Assignment Practices     

Leanne R. Ketterlin‐Geller  Elisa M. Jamgochian  Nancy J. Nelson‐Walker  Joshua P. Geller 《Learning disabilities research & practice》2012,27(4):178-188

Appropriate assignment of accommodations is predicated on a clear distinction between target skills and access skills. In this study, we examine the agreement between test developer/researchers’ and educators’ classification of target and access skills as a possible explanatory mechanism for assigning accommodations. Findings indicate that participants with expertise in mathematics education had the highest agreement when classifying target skills, as evidenced by a higher overall sensitivity value and the greatest number of items with the highest sensitivity value. Conversely, special education faculty members had the highest overall agreement when classifying access skills, as evidenced by a higher overall specificity value. Mathematicians, however, had the highest sensitivity values for the greatest number of items. Implications for accommodation assignment practices are discussed.  相似文献   

Measuring the potential for child maltreatment: the reliability and validity of the Adult Adolescent Parenting Inventory--2     

Conners NA  Whiteside-Mansell L  Deere D  Ledet T  Edwards MC 《Child abuse & neglect》2006,30(1):39-53

OBJECTIVE: The field of child protection needs reliable and valid methods of assessing the potential for child abuse and neglect. The purpose of this study was to examine the psychometric properties of the Adult Adolescent Parenting Inventory--2 (AAPI-2), Form B, using a sample of 309 low-income, rural families in a southern state. METHOD: The AAPI-2 is a 40-item survey designed to assess the parenting and child rearing attitudes of adult and adolescent parent and pre-parent populations. Each of the five AAPI-2 scales was (a) examined using factor analysis in order to determine the unidimensionality of the scale, (b) evaluated based on estimates of the scales reliability in order to determine the consistency with which the construct was measured, and (c) when possible, examined to determine if it is related to other constructs in meaningful and expected ways. RESULTS: While the factor structure reported by the developer was not fully confirmed in this sample, there is some evidence that the instrument is measuring at least two of the constructs it purports to measure and that the total score may be useful. Correlations with other instruments measuring parenting behavior and child behavior were significant, and in the expected direction, offering some support for the validity of the AAPI-2. CONCLUSIONS: While the AAPI-2 appears to measure attitudes related to harsh or neglectful parenting, caution should be used in the interpretation of the individual AAPI-2 scales.  相似文献   

Head Start and Unintended Injury: The Use of the Family Map Interview to Document Risk     

Leanne Whiteside-Mansell  Danya Johnson  Mary M. Aitken  Patti A. Bokony  Nicola Conners-Burrow  Lorraine McKelvey 《Early Childhood Education Journal》2010,38(1):33-41

Much is known about how to provide safe environments for preschool children (3–5 years-of-age); however, many preschool children still experience preventable injuries—particularly children living in poverty. This study examined the use of an assessment tool used to identify children at risk for unintended injury in two large, federally funded Head Start programs during home visits. Families of preschool children in two multi-center Head Start programs (N = 499 and N = 228) were screened by teachers for risks related to safety in their home and parenting environment during mandatory Head Start home visits in the fall and spring. The safety screening tool was part of an established, broader interview assessment called the Family Map, which was designed to help Head Start programs meet mandatory performance standards related to the identification of risk and strengths in the family. Study results indicated that a large number of preschool children from low-income backgrounds were at risk for a variety of risks related to unintentional injury. Further, in some areas Head Start families increased their safety related parenting behaviors by the second assessment with different areas noted in the two programs. This study demonstrated that, beyond the use of the tool to identify families in need of intervention services, it can be used by childcare providers to effectively monitor family need and for program self-assessment.  相似文献   

Adults matter: Protecting children from the negative impacts of bullying     

Nicola A. Conners‐Burrow  Danya L. Johnson  Leanne Whiteside‐Mansell  Lorraine McKelvey  Regina A. Gargus 《Psychology in the schools》2009,46(7):593-604

This study examines the degree to which support from parents and teachers buffers the level of depression for four groups of children involved in bullying (victim, bully, bully‐victims, or not involved children). Nine hundred and seventy‐seven 5th‐, 9th‐, and 11th‐grade students in the rural South completed questionnaires on bullying, social support, and depression. Children who were not involved in bullying reported less depression and more social support than children involved in bullying, and bully‐victims were the most at‐risk group. Furthermore, results indicate that in all four bully status groups, children reported fewer symptoms of depression when support from parents was high compared to when it was low. For all groups except victims, when parental support was low, support from teachers was associated with fewer symptoms of depression. When parental support was high, the impact of support from the teacher was not significant. © 2009 Wiley Periodicals, Inc.  相似文献