Toronto multiagency child abuse research project: The abused and the abuser     

Paula J. Kaplan  Jessie Watters  Georgina White  Ruth Parry  Robert Bates 《Child abuse & neglect》1984,8(3):343-351

Information from 422 cases of child mistreatment in Toronto was gathered from the files of a child welfare agency and a children's hospital. These data were compared to patterns reported in previous studies and clinical writings on child mistreatment to investigate similarities and differences in families whose children have been abused in Canada, England, and the United States. Findings from the present study were similar to others in many respects. The differences were primarily in the area of lower incidences of such problems as perinatal difficulties in the children and intellectual limitations and social isolation in the parents; however, there was a higher incidence of single-parent families. The results suggest that clinicians should bear in mind that child mistreatment cannot be ruled out on the grounds that no serious problems have been noted for the child or the family.  相似文献   

The social stratification of the German VET system     

Paula Protsch 《Journal of Education & Work》2016,29(6):637-661

Germany is widely known for its vocational education and training (VET) system and its dual apprenticeship system in particular. What is often overlooked, however, is the vertical stratification within the German VET system. This is the focus of this study. Our analysis shows that the VET system, like the German school system, is highly stratified, resulting in large differences in labour market opportunities. We elaborate on three dimensions of vertical stratification: VET system vs. higher education, fully qualifying vs. prevocational VET programmes and segmentation of the fully qualifying VET programmes by educational attainment and career prospects. All three stratification dimensions are closely linked to school attainment and thereby to social origin.  相似文献   

Students’ conscious unknowns about artefacts and natural objects     

Piedade Vaz-Rebelo  Paula Fernandes  Julia Morgado  António Monteiro 《教育心理学》2016,36(1):176-190

This study attempts to characterise what 7th- and 12th-grade students believe they do not know about artefacts and natural objects, as well as the dependence of what is unknown on a knowledge of these objects. The students were asked to make explicit through questioning what they did not know about a sample of objects. The unknowns generated were categorised according to a scheme based on lexical semantics theory. Two of the categories focused specifically on imprecise unknowns expressed through What is X? questions, and on unknowns concerning functions. The results showed, firstly, that a lower grade level and lower knowledge of a certain class of objects was associated with more imprecise unknowns. Secondly, unknowns about the functions of artefacts were significantly more frequent than unknowns about the functions of natural objects at any of the grade levels. Overall, the results were consistent with the hypothesis of a correspondence between knowledge and unknowns.  相似文献   

Regress and rhetoric at the Tuscan court     

Marco Beretta  Mordechai Feingold  Paula Findlen  Luciano Boschiero 《Metascience》2010,19(2):187-210

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Teachers' social class,professional dispositions and pedagogic practice     

Ursula Hoadley  Paula Ensor 《Teaching and Teacher Education》2009

Through theoretically driven case studies, the research reported here considers the ways in which students in different social class settings are inducted into school knowledge. The paper brings to the centre the social class positioning of teachers in considering their role in schooling processes. The central question of the paper is whether we can establish a relationship between teachers' own social class backgrounds, their professional dispositions and their pedagogic practice. The interest emerges from a long-standing assumption that teachers are middle class, and reproduce the practices associated with that social location. The paper is exploratory and is not able to provide a definitive answer to the question of the relationship between class, professional disposition and pedagogic practice. Although it suggests a relationship between teachers' social class position and schooling practices, the main contribution of the paper is to offer a metric for exploring the issue further. That is, through a specifically selected sample, the paper provides a means for considering the implications of teachers social class background, professional dispositions and pedagogic practice for the processes of the reproduction of social inequality, and its interruption.  相似文献   

Effortful Control, Surgency, and reading skills in middle childhood     

Kirby Deater-Deckard  Paula Y. Mullineaux  Stephen A. Petrill  Lee A. Thompson 《Reading and writing》2009,22(1):107-116

We examined the associations between components of temperament and children’s word and pseudo-word reading skills, in a school-age sample using a within-family internal-replication design. We estimated the statistical prediction of word and pseudo-word reading in separate regression equations that included the main effects of, and two-way interaction between, Surgency and Effortful Control. Children with better Effortful Control scores showed better reading skills. Surgency was unrelated to reading skills, but moderated the effect of Effortful Control. The positive association between reading skills and Effortful Control was present only for children who were low in Surgency. Thus, reading achievement in school-age children is optimized by strong Effortful Control, but these processes may be disrupted for those children who are high in Surgency.  相似文献   

The Effects of Early Experience on Face Recognition: An Event-Related Potential Study of Institutionalized Children in Romania     

Margaret C. Moulson  Alissa Westerlund  Nathan A. Fox  Charles H. Zeanah  Charles A. Nelson 《Child development》2009,80(4):1039-1056

Data are reported from 3 groups of children residing in Bucharest, Romania. Face recognition in currently institutionalized, previously institutionalized, and never-institutionalized children was assessed at 3 time points: preintervention ( n  = 121), 30 months of age ( n  = 99), and 42 months of age ( n  = 77). Children watched photographs of caregiver and stranger faces while event-related potentials were recorded. Results demonstrate that institutionalized children show pervasive cortical hypoarousal in response to faces and that foster care is somewhat effective in remediating this deficit by 42 months of age. All 3 groups of children distinguished between the familiar and unfamiliar faces. These results have the potential to inform an understanding of the role of early experience in the development of the neural systems that subserve face recognition.  相似文献   

Teacher-perceived temperament and educational competence as predictors of school grades     

Sari Mullola  Niklas Ravaja  Jari Lipsanen  Paula Hirstiö-Snellman  Saija Alatupa  Liisa Keltikangas-Järvinen 《Learning and individual differences》2010,20(3):209-214

Associations between teacher-perceived temperament, educational competence (EC), and school grades in mother language (ML) and mathematics (Math) were assessed in 3212 students (1619 girls) in Secondary School (aged 13–19) taken from a nationally representative Finnish sample. Temperament was assessed with scales from the TABC-R and DOTS-R batteries. EC consists of cognitive ability, motivation, and maturity. Activity, persistence, distractibility, inhibition, and negative emotionality were significantly associated with both ML and Math grades. EC turned out to mediate the relationship between temperament and school performance and moderated the relationship of activity to Math. The findings show a high association between teacher-rated temperament and school performance and indicate a strong “halo effect” between temperament, EC, and school grades.  相似文献   

Treating sensitive topics online: a privacy dilemma     

Paula Helm 《Ethics and Information Technology》2018,20(4):303-313

This paper aims to provide new insights to debates on group privacy, which can be seen as part of a social turn in privacy scholarship. Research is increasingly showing that the classic individualistic understanding of privacy is insufficient to capture new problems in algorithmic and online contexts. An understanding of privacy as an “interpersonal boundary-control process” (Altman, The environment and social behavior, Brooks and Cole, Monterey, 1975) framing privacy as a social practice necessary to sustain intimate relationships is gaining ground. In this debate, my research is focused on what I refer to as “self-determined groups” which can be defined as groups whose members consciously and willingly perceive themselves as being part of a communicative network. While much attention is given to new forms of algorithmically generated groups, current research on group privacy fails to account for the ways in which self-determined groups are affected by changes brought about by new information technologies. In an explorative case study on self-organized therapy groups, I show how these groups have developed their own approach to privacy protection, functioning on the basis of social practices followed by all participants. This informal approach was effective in pre-digital times, but online, privacy threats have reached a new level extending beyond the scope of a group’s influence. I therefore argue that self-determined sensitive topic groups are left facing what I present as a dilemma: a tension between the seemingly irreconcilable need for connectivity and a low threshold, on the one hand, and the need for privacy and trust, on the other. In light of this dilemma, I argue that we need new sorts of political solutions.  相似文献   

Latent learning in the work place: the placement experiences of student-coaches     

Rúben Gomes  Paula Batista  Isabel Mesquita 《Sport, Education and Society》2018,23(1):68-81

The aim of this study was to investigate the work-based internship experiences of eight student-coaches. This was particularly in terms of what precisely such coaches learned within the practical context, and how they engaged with unexpected situational events. The methods employed within the project included focus group interviews and participant observation. In particular, the student-coaches were both interviewed and observed over the course of a nine-month sporting season, with each phase of the research informing the next. The subsequent data were primarily subject to a thematic analysis. The findings of the study were organized under four principal themes: (1) the reality shock felt by the student-coaches in terms of the gap between what they expected and what they experienced; (2) the lack of respect demonstrated by the organizational head coaches for the students; (3) the students’ response in terms of developing their micro-political literacy; and (4) the social price paid by the student-coaches in adopting such action. The results point to the limitations of student learning within high-performance sporting environments. In this respect, the student-coaches’ experiences were not what was expected or desired. Despite this, many valuable and relevant lessons were learned. These related to developing students’ micro-political literacy; necessary knowledge for any neophyte coaches trying to establish bone-fide situational roles.  相似文献