Whose confession? Which tradition?     

Penny Thompson 《British Journal of Religious Education》2004,26(1):61-72

For over 30 years official disapproval of confessional approaches to religious education in community (formerly county) schools has been the norm. However such forms of religious education persist. Some arguments put forward in favour of non- confessional religious education are now shown to be weak. Confessional religious education is now thought (generally) to be appropriate in church schools. These facts raise the possibility of a return to confessional religious education in non-church schools. Non-confessionalism is founded on a contradiction: that education can proceed without ‘confessing’ anything and is therefore inherently unstable. In fact many different types of ‘confessions’ operate in religious education. Yet pressure continues to be put on Christian teachers to dismantle their confessional approach. This is unfair and an attempt is made to show that such teachers have much to offer the future of religious education in a society which contains many religions.  相似文献   

Mastery Motivation in Toddlers with Developmental Disabilities     

Penny Hauser-Cram 《Child development》1996,67(1):236-248

Prior research on school-age children with mental retardation indicates that they are less motivated on tasks than mental-age-matched peers. In this study, mastery motivation on two tasks was compared for 1- and 2-year-old children with motor impairment ( n = 25), developmental delay ( n = 25), and typical development ( n = 25), matched for mental age. The groups did not differ significantly on any measure of mastery motivation. The relative contribution of premature birth, a history of seizure disorders, severity of cognitive delay, and maternal didactic interaction in predicting mastery motivation was examined for toddlers with developmental delay or motor impairment. Maternal didactic interaction added a significant proportion of variance above and beyond other variables in predicting several aspects of mastery motivation in toddlers with developmental disabilities.  相似文献   

Assessing ADHD Symptoms in Preschool Children: Use of the ADHD Symptoms Rating Scale     

Penny L. Phillips  Jessica N. Greenson  Brent R. Collett  Gretchen A. Gimpel 《Early education and development》2002,13(3):283-300

Attention-Deficit Hyperactivity Disorder (ADHD) is a common childhood disorder that is typically diagnosed during the school years, although features of the disorder can be identified in early childhood. As more children enter into preschool programs, there are increasing opportunities for professionals to identify and treat ADHD prior to school entry. This may increase the likelihood that children will have successful academic and social experiences. Unfortunately, diagnosing ADHD in preschoolers is difficult, in part because few assessment instruments are designed and validated for this age group. The purpose of this study was to examine the psychometric and normative properties of the ADHD-Symptoms Rating Scale (ADHD-SRS) in preschool children. Results shed light on normative levels of ADHD behaviors in preschool children and suggest that preschoolers may present with a somewhat different symptom pattern than school-age children. Further, findings reveal that parents are more likely to endorse ADHD symptoms in their children than are teachers. Given this disparity, the current data emphasize the need for cross-informant assessment in the preschool population.  相似文献   

Representation, Identification and Trust: Towards an Ethics of Educational Research   总被引：1，自引：0，他引：1  

Shirley Pendlebury  & Penny Enslin 《Journal of Philosophy of Education》2001,35(3):361-370

Crudely put, educational research is unethical when it misrepresents or misidentifies—and so betrays—its putative beneficiaries or the goods and values they hold dear. How can researchers guard against these vulnerabilities? While acknowledging the vulnerabilities of educational research to abuses of trust and representation, and that there is no Archimedean point from which to approach research into people’s practices, we defend a universalist conception of research ethics in education. This universalist conception is developed via an examination of a central debate in feminism, contrasting Alcoff’s positionality, Caughie’s performative conception and Nussbaum’s universalist conception of feminism.  相似文献   

The two faces of adolescents' success with peers: adolescent popularity, social adaptation, and deviant behavior     

Allen JP  Porter MR  McFarland FC  Marsh P  McElhaney KB 《Child development》2005,76(3):747-760

This study assessed the hypothesis that popularity in adolescence takes on a twofold role, marking high levels of concurrent adaptation but predicting increases over time in both positive and negative behaviors sanctioned by peer norms. Multimethod, longitudinal data, on a diverse community sample of 185 adolescents (13 to 14 years), addressed these hypotheses. As hypothesized, popular adolescents displayed higher concurrent levels of ego development, secure attachment, and more adaptive interactions with mothers and best friends. Longitudinal analyses supported a popularity-socialization hypothesis, however, in which popular adolescents were more likely to increase behaviors that receive approval in the peer group (e.g., minor levels of drug use and delinquency) and decrease behaviors unlikely to be well received by peers (e.g., hostile behavior with peers).  相似文献   

IV. Results: Predictors of Functioning and Change in Children's Development and Parent Well-Being     

Penny Hauser-Cram  Marji Erickson Warfield  Jack P. Shonkoff  & Marty Wyngaarden Krauss 《Monographs of the Society for Research in Child Development》2001,66(3):54-78

  相似文献   

The Effect of Early Intervention Services on Maternal Well-Being     

Marji Erickson Warfield  Penny Hauser-Cram  Marty Wyngaarden Krauss  Jack P. Shonkoff  Carole C. Upshur 《Early education and development》2000,11(4):499-517

In this investigation we examine the relation between intensity, duration, and comprehensiveness of early intervention (EI) services and changes in three aspects of maternal well-being: parenting stress, social support, and family cohesion. Data on the hours, length, and types of services received by a sample of 133 children and families from EI programs in Massachusetts and New Hampshire were gathered from the point of entry into EI to the point of discharge around the child's third birthday. Hierarchical regression analyses were used to determine which measure of EI service intervention contributed significantly to the explained variance in changes in maternal well-being, over and above aspects of the child's functioning and prior levels of maternal well-being. Results indicated that, although greater service intensity was associated with improved family cohesion overall, mothers of children without motor impairment reported greater increases than mothers of children with motor impairment. Service intensity and comprehensiveness predicted significant increases in social support levels. EI services did not have a significant impact on parenting stress. Three practice and policy implications are discussed: building flexibility into EI service provision to be responsive to individual family needs; attending to the accommodations required of families raising a child with a motor impairment; and incorporating other aspects of family functioning into future studies of EI effectiveness.  相似文献   

Patterns of word and nonword processing in skilled and less-skilled readers     

Gottardo  Alexandra  Chiappe  Penny  Siegel  Linda S.  Stanovich  Keith E. 《Reading and writing》1999,11(5-6):465-487

Sixty-eight third graders who were less-skilled readers performed more poorly than younger reading-level control children on tests of pseudoword reading and phonological sensitivity. These findings add to the growing consensus that the proximal cause of reading difficulties are spelling-sound coding problems that result from deficient underlying phonological processes and structures. Analyses of their word and pseudoword reading performance provided some suggestive evidence that less-skilled readers are less sensitive than their younger reading-level matched counterparts to all subword-size orthographic units, perhaps especially to grapheme-sized units.  相似文献   

Use of classroom environment assessments in school psychology: A British perspective     

Robert L. Burden  Barry J. Fraser 《Psychology in the schools》1993,30(3):232-240

The move from individual-centered to systems-oriented and consultancy-based approaches has inevitably affected school psychologists' perceptions of and need for appropriate assessment techniques. Of particular importance are techniques that make it possible to assess participants' perceptions of teaching-learning contexts. One such technique (Fraser's Individualised Classroom Environment Questionnaire) is described, together with the rationale of individualized learning on which it is based. Preliminary data on the validity and reliability of the ICEQ in English secondary schools are provided, and illustrative examples are presented on ways in which systems-oriented consultant psychologists can employ such data in their professional practice.  相似文献   

EQUITY FOR WOMEN ADMINISTRATORS OF COLOR IN 2-YEAR COLLEGES: PROGRESS AND PROSPECTS     

Ronald D. Opp  Penny Poplin Gosetti 《Community College Journal of Research & Practice》2013,37(7-8):591-608

The study reported here involved trend and predictive analyses to examine changes in the proportional representation of women administrators by race/ethnicity from 1991 to 1997 in a sample of 1,030 matched 2-year colleges. Hispanic-serving, urban, California 2-year colleges, and the percentage of women faculty of color entered as significant positive predictors of change in the proportional representation of women administrators of color. These findings open the door not only to new ways of informing policy development and practice, but also to future research that can uncover new understandings of gender and race-equitable practices in 2-year colleges.  相似文献