Self-reports of forgetting and remembering childhood sexual abuse in a nationally representative sample of US women     

Wilsnack SC  Wonderlich SA  Kristjanson AF  Vogeltanz-Holm ND  Wilsnack RW 《Child abuse & neglect》2002,26(2):139-147

OBJECTIVE: The purpose of this article is to describe patterns of forgetting and remembering childhood sexual abuse (CSA) in a nationally representative sample of US adult women. METHOD: The respondents were a national probability sample of 711 women, aged 26 years to 54 years, residing in noninstitutional settings in the contiguous 48 states. In a 1996 face-to-face interview survey, trained female interviewers asked each respondent whether she had experienced any sexual coercion by family members or nonfamily members while growing up; whether she believed that she had been sexually abused (by family members or others); and whether she had ever forgotten the CSA experiences and, if so, how she had subsequently remembered them. RESULTS: Twenty-one and six-tenths percent of respondents reported having sexually coercive experiences while growing up; of these, 69.0% indicated that they felt they had been sexually abused. More than one-fourth of respondents who felt sexually abused reported that they had forgotten the abuse for some period of time but later remembered it on their own. Only 1.8% of women self-described as sexually abused reported remembering the abuse with the help of a therapist or other professional person. CONCLUSIONS: The findings indicate that, among women who report CSA, forgetting and subsequently remembering abuse experiences is not uncommon. According to the women surveyed, however, very few (1.8%) of those who felt abused recovered memories of CSA with help from therapists or other professionals. As one of the few studies of CSA memories in a nationally representative sample, this study suggests that therapist-assisted recall is not a major source of CSA memories among women in the US general population.  相似文献   

Transforming evaluation thinking and behaviour: programmes develop,teachers learn and student learning outcomes improve     

Saad F. Shawer 《Journal of Further & Higher Education》2018,42(8):1078-1104

This article examines evaluation intervention influence on programme performance through surveys, qualitative evaluation, questionnaires, interviews and test scores. The study uses quantitative (SPANOVA and MANOVA) and qualitative (the constant comparative method) data analysis, together with examining practical significance through effect size and power analysis. Major findings show positive contributions of evaluation intervention to quality management, teacher pedagogical skills and student learning outcomes (SLOs). Quantitative and qualitative findings, however, diverge regarding evaluation impact on programme research. A positive transfer of evaluation ownership discourse from decision-maker to implementer stakeholders has been observed. The study recommends evaluation intervention for programme, institutional and individual development alongside quality improvement.  相似文献   

An Application of Score Equity Assessment: Invariance of Linkage of New SAT^® to Old SAT Across Gender Groups     

Jinghua Liu  Miriam F. Cahn  Neil J. Dorans 《Journal of Educational Measurement》2006,43(2):113-129

The College Board's SAT^® data are used to illustrate how the score equity assessment (SEA) can help inform the program about equatability. SEA is used to examine whether the content change(s) to the revised new SAT result in differential linking functions across gender groups. Results of population sensitivity analyses are reported on the linkage of the new SAT critical reading (CR) prototype to an old SAT verbal (OV). Based on the criteria used in this study, population invariance was achieved with respect to gender groups.  相似文献   

Which events can cause iteration in instructional design? An empirical study of the design process     

D. M. L. Verstegen  Y. F. Barnard  A. Pilot 《Instructional Science》2006,34(6):481-517

Instructional design is not a linear process: designers have to weigh the advantages and disadvantages of alternative solutions, taking into account different kinds of conflicting and changing constraints. To make sure that they eventually choose the most optimal one, they have to keep on collecting information, reconsidering continuously whether their own decisions are still justified in the light of the latest insights. We have studied the role of iteration during instructional design. For our research, we have used an ISD-based method for the specification of training simulators. During our empirical evaluation study, we introduced five events that are likely to cause iteration. The results show that the quality of the designs is not directly related to the amount of iteration. We conclude that there are different kinds of iteration, triggered by different kinds of actions and events. We propose a list of triggers for iteration some of which originate from outside (new information, new opinions/arguments and acquisition procedures); others are caused by, or evolve from interaction with the design process itself (discovery of missing input, need to repair errors, new insights based on work later on in the design process, and new ideas of the designers). in final form: 4 August 2005  相似文献   

THE LECTURER'S LOT: MYTH AND REALITY     

Ian F. Rolls 《Assessment & Evaluation in Higher Education》1985,10(1):53-62

A number of reports of the use of time analysis systems as a basis of self‐evaluation is available. This article provides data collected over a year by a head of department performing a lecturer's role. While of value as a means of self evaluation, the data raises some major issues in terms of the management of departments in general and of those in the public sector of higher eduction in England and Wales in particular. The implications in relation to presumed conditions of service and to the elaboration of the role of the lecturer with the growth in demands for accountability and participation in decision‐making are examined.  相似文献   

An afterschool intervention program for educationally disadvantaged young children     

David A. Bergin  Lynne M. Hudson  Carolyn F. Chryst  Mark Resetar 《The Urban Review》1992,24(3):203-217

The research investigated the premise that if educationally disadvantaged children experience increased instructional time combined with an educational setting that is sensitive to their culture and that provides perceptions of control, enhanced achievement and interest in learning will result. The research setting was the Hilltop Emergent Literacy Project (HELP), an afterschool educational program serving poor, mostly African American five- to nine-year-olds (kindergarten to third grade) who reside in a subsidized apartment complex. A treatment group of 12 kindergartners was compared to a control group of 12 kindergartners. In the spring of kindergarten, the treatment group was outperforming the control group on standardized test scores, but both groups were below national norms. In the spring of first grade, the treatment group was still outperforming the control group and was above national norms in some areas. Report card data and qualitative indicators also provide evidence of the effectiveness of the program.We thank the Hilltop Emergent Literacy Project (HELP) head teachers Teresa Bunge and Diana Reamsnyder, the HELP students, and the many graduate and undergraduate students who have served at HELP. This program was partially funded through grants from the University of Toledo, Ohio Board of Regents, General Mills Foundation, and Toledo Public Schools.  相似文献   

Word association and the description of cognitive structure     

Richard F. Gunstone 《Research in Science Education》1980,10(1):45-53

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The veridicality of punitive childhood experiences reported by adolescents and young adults     

Prescott A  Bank L  Reid JB  Knutson JF  Burraston BO  Eddy JM 《Child abuse & neglect》2000,24(3):411-423

OBJECTIVE: The primary goal of the present research was to determine whether retrospective reports of childhood disciplinary experiences and perceptions of that discipline correspond to actual childhood events and whether the accuracy of that report was influenced by the affective state of the respondent. METHOD: Eighty-three adolescent and young adult males completed a retrospective measure of physical child maltreatment, Assessing Environments (AEIII), and the Brief Symptom Inventory (BSI). As children the participants had been observed naturalistically in their homes interacting with their parents an average of 10 years earlier. RESULTS: Analyses were consistent with the hypothesis that both current mood and actual observations of parent-child interactions during childhood predict self-reported recollections of childhood maltreatment by one's parents. Further the veridicality of such recollections appears to depend upon the objective specificity versus the perceptive nature of the questions used to elicit the recollections. CONCLUSIONS: The findings suggest that assessment instruments suitable for obtaining information regarding earlier childhood victimization must utilize behaviorally specific items. Thus, items that are either global or intimate a normative comparison should be avoided.  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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The influence of set induction upon student achievement and perception of effective teaching     

Robert F. Schuck 《科学教学研究杂志》1970,7(1):35-40

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