Child abuse: adolescent records vs. adult recall   总被引：4，自引：1，他引：4  

D Della Femina  C A Yeager  D O Lewis 《Child abuse & neglect》1990,14(2):227-231

In a follow-up study of incarcerated Connecticut youth, 69 subjects were interviewed during young adulthood. On follow-up, 26 gave histories of abuse discrepant with histories obtained from records and interviews conducted in adolescence. Eleven subjects agreed to an additional clarification interview, at which time they were apprised of the discrepancies. Of these, eight had adolescent records indicating that abuse had occurred but denied abuse during the adult follow-up interview. The remaining three had adolescent records indicating no abuse had ever occurred, but, on follow-up, reported having been abused. The additional clarification interviews revealed that all 11 subjects with discrepant histories had, in fact, been abused. Reasons for these discrepant data and strategies to enhance the investigator's ability to obtain accurate data regarding abuse are discussed.  相似文献   

On tonal pattern perception in monkeys (Cebus apella)     

M. R. D’Amato  Michael Colombo 《Learning & behavior》1988,16(4):417-424

The monkey’s capacity to extract tonal pattern from a sequence of tones was assessed in four subjects that had the benefit of substantial past experience in discriminating, matching, and remembering acoustic stimuli. In Experiment 1, the monkeys failed to transfer their well-established matching behavior to the matching of two structured sequences of tones that differed primarily in tonal pattern, indicating that for them tonal pattern was not a salient feature of the acoustic stimuli. Experiment 2 was an attempt to encourage tonal pattern perception by employing, within a discrimination paradigm, very simple tonal patterns and multiple exemplars of the positive and negative patterns; the transfer design, borrowed from Hulse and Cynx (1985), was a powerful one for revealing tonal pattern perception. Verifying earlier results from our laboratory, there was little in the monkeys’ transfer performance to indicate that they had extracted tonal pattern from the acoustic stimuli. Major discriminative control seemed to be vested in the first tone of each exemplar. This apparent cognitive limitation may be rather general among animals, perhaps reflecting an intimate connection between the capacity for tonal pattern perception and that for acoustically based language.  相似文献   

The overall effects of end-of-course assessment on student performance: A comparison between multiple choice testing, peer assessment, case-based assessment and portfolio assessment     

Katrien Struyven  Filip Dochy  Steven Janssens  Wouter Schelfhou  Sarah Gielen 《Studies in Educational Evaluation》2006,32(3):202

This study investigates the effect of method of assessment on student performance. Five research conditions go together with one of four assessment modes, namely: portfolio, case-based, peer assessment, and multiple choice evaluation. Data collection is done by means of a pre-test/ post-test-design with the help of two standardised tests (N=816). Results show that assessment method does make a difference: assessments do not produce overall effects on student performance. Moreover, student-activating instruction efforts do not automatically result in more extensive learning gains. Finally, test results show, when compared to other assessments, a statistically significant positive effect of the multiple choice test on students' test scores. However, students' preparation level and the closed book format of the tests might serve explanatory purposes.  相似文献   

Effects of modeling on preservice science teachers during ISCS microteaching sessions     

Richard J. Rezba  Hans O. Andersen 《科学教学研究杂志》1976,13(1):13-18

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Mental toughness and transitions to high school and to undergraduate study     

Helen St Clair-Thompson  Rebecca Giles  Sarah P. McGeown  David Putwain  Peter Clough  John Perry 《教育心理学》2017,37(7):792-809

Mental toughness can be conceptualised as a set of attributes that allow people to deal effectively with challenges, stressors and pressure. Recent work has suggested that it may be a valuable construct to consider within educational settings. The current studies explored the associations between mental toughness and educational transitions. Study 1 examined the relationships between mental toughness and concerns about moving to a new school in 105 children aged 12–13 years of age. The results revealed significant relationships between several aspects of mental toughness, but particularly confidence in abilities, and children’s concerns. Study 2 examined the relationships between mental toughness and adjustment to university in 200 undergraduate students at various stages of their course. The results revealed a role for several aspects of mental toughness; commitment, control of life, control of emotion, confidence in abilities and interpersonal confidence. The results are discussed in terms of implications for educational practice. It is suggested that measures of mental toughness could be used to identify individuals who may benefit from additional support during transition to a new school or to university, and that future research should explore the potential benefits of mental toughness training.  相似文献   

The effect of concept mapping on students' anxiety and achievement in biology     

Olugbemiro J. Jegede  Folusho F. Alaiyemola  Peter A. O. Okebukola 《科学教学研究杂志》1990,27(10):951-960

The results of recent studies into the use of the concept mapping heuristic seem to demonstrate that meaningful learning results through its use in science classrooms. While this underscores the need to use more effective instructional strategies in science teaching, the issue of the intervening variable of anxiety in learning and science achievement, and the possible use of a metacognitive strategy in anxiety reduction have not been addressed. This study, therefore, sought to find out if the metacognitive strategy of concept mapping reduces anxiety and thereby enhances achievement in biology. A total of 51 (30 boys, 21 girls) senior secondary one (grade 10) students participated in this experiment. Two instruments—the Zuckerman Affect Adjective Checklist and the Biology Achievement Test—were used in pre- and posttest administrations to measure the treatment effect on anxiety and achievement, respectively. Findings support the stand that concept mapping is significantly more effective than the traditional/expository teaching strategy in enhancing learning in biology. In addition, it apparently reduces students' anxiety towards the learning of biology. A significant reduction of anxiety was noticed for male subjects.  相似文献   

Patients' characteristics and providers' attitudes: predictors of screening pregnant women for illicit substance use     

Kerker BD  Horwitz SM  Leventhal JM 《Child abuse & neglect》2004,28(2):209-223

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Curriculum Design of a Flipped Classroom to Enhance Haematology Learning     

Pauline?A.?Porcaro  Denise?E.?Jackson  Patricia?M.?McLaughlin  Cindy?J.?O’MalleyEmail authorView author&#;s OrcID profile 《Journal of Science Education and Technology》2016,25(3):345-357

A common trend in higher education is the “flipped” classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology ‘major’ class and the students’ attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48 % in the traditional class to 56–65 % in the flipped classroom approach. The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students recommended that this approach be repeated the following year (69 and 75 %).  相似文献   

Isabelle Y. Liberman     

Sylvia O. Richardson 《Annals of dyslexia》1990,40(1):viii-viii

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Pre-service physical education teachers’ Indigenous knowledge,cultural competency and pedagogy: a service learning intervention     

Louisa R. Peralta  Donna O’Connor  Wayne G. Cotton  Andrew Bennie 《Teaching Education》2016,27(3):248-266

In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical tenets of Indigenous research methodologies, experiential learning and critical reflection, we examine 55 final-year pre-service physical education teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and competency in a core unit of study with a six-week SLE. Measures of their experiences included reflective journals, multicultural teaching competency scales and focus group interviews. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency (p < 0.001). Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies. Attention is drawn to the design of this SLE and demonstrates the importance of using Indigenous community members and teachers as mentors, which has not been explored in previous SLE studies.  相似文献