Sexual reconviction rates in the United Kingdom and actuarial risk estimates     

Craig LA  Browne KD  Stringer I  Hogue TE 《Child abuse & neglect》2008,32(1):121-138

OBJECTIVE: Assessing the risk of further offending behavior by adult sexual perpetrators of children is highly relevant and important to professionals involved in child protection. Recent progress in assessing risk in sexual offenders has established the validity of actuarial measures, although there continues to be some debate about the application of these instruments. This paper summarizes the debate between clinical and actuarial approaches and reviews the "base rate" for United Kingdom sexual offense reconviction. METHOD: A review of the literature revealed 16 UK sexual reconviction studies, 8 using incarcerated samples (N=5,915) and 8 using non-incarcerated samples (N=1,274). UK estimates of sexual reconviction rates are compared with European and North American studies. RESULTS: The mean sexual reconviction rates for the incarcerated sample at 2 years (6.0%), 4 years (7.8%) and 6 years or more (19.5%) were higher than that of the comparative non-incarcerated sample at 2 years (5.7%), up to 4 years (5.9%), and 6 years or more (15.5%). The overall sexual reconviction rate for both samples combined was 5.8% at 2 years, and 17.5% at 6 years or more. CONCLUSIONS: The sexual reconviction rate for incarcerated sexual offenders is higher than that of non-incarcerated sexual offenders. The UK sexual reconviction rates were comparable with European and North American studies.  相似文献   

The long-term preservation of identifiable personal data: a comparative archival perspective on privacy regulatory models in the European Union,Australia, Canada and the United States     

Livia Iacovino  Malcolm Todd 《Archival Science》2007,7(1):107-127

This article analyses the extent to which archival exemptions for historical, scientific and statistical research in privacy legislation support preservation in selected European Union countries, and comparable aspects of Australian, American and Canadian law within a legal, ethical and digital archival perspective. The authors recommend that the further processing of personal data under data protection law be given a wider scope of interpretation for archival preservation purposes in both the public and private sector, coupled with the use of researcher and archival codes in relation to access to personal data. They also recommend early appraisal and integration of privacy with freedom of information and archival regimes.

Malcolm ToddEmail:

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Closing the Gap: Fostering Successful Research‐Practice Partnerships in Counselor Education     

Danica G. Hays  Todd Bolin  Ching‐Chen Chen 《Counselor Education & Supervision》2019,58(4):278-292

Research‐practice partnerships offer counselor educators an opportunity to generate scholarship that can promote client welfare and create systemic change in practice and policy. The purpose of this article is to articulate strategies for building and sustaining research‐practice partnerships, as well as suggest methods for evaluating these partnerships.  相似文献   

Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning     

Ellen M. Granger  Todd H. Bevis  Sherry A. Southerland  Yavuz Saka  Fengfeng Ke 《科学教学研究杂志》2019,56(3):348-370

This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in 4th—5th grades) that met the What Works Clearinghouse standards without reservations, teacher learning was conceptualized using four outcomes. Data were analyzed using standard single-level multiple regression models and possible mediation models for the teacher outcomes were considered using piecewise multiple regression and path analytic approaches. Treatment group teachers experienced greater increases in content knowledge, views of science inquiry, beliefs about reform-based teaching, and teaching self-efficacy than comparison group teachers. The findings indicate that what teachers learn from the combination of professional development and teaching with educative curriculum varies according to what their knowledge and beliefs are on entering the experience. Surprisingly, high entry-level self-efficacy was associated not only with lower learning gains for the teachers, but also for their students. Finally, teachers' space science learning and that of their students are implicated as mediators of the positive effect of the professional development and educative curriculum enactment on teacher beliefs about reform science teaching. This work refines and extends a theoretical framework of teachers' participatory relationship with curricula.  相似文献   

Exploring Girls’ Science Affinities Through an Informal Science Education Program     

Todd  Brandy  Zvoch  Keith 《Research in Science Education》2019,49(6):1647-1676

Research in Science Education - This study examines science interests, efficacy, attitudes, and identity—referred to as affinities, in the context of an informal science outreach program for...  相似文献   

“Oh,I’m Here!”: Social Media’s Impact on the Cross-cultural Adaptation of Students Studying Abroad     

Todd L. Sandel 《Journal of Intercultural Communication Research》2014,43(1):1-29

This study investigates the perceptions and interpretations of social media and online communication by students engaged in study abroad programs. In-depth interviews were conducted and analyzed with 23 American and international students who completed or were engaged in a study abroad program. Results suggest that online communication enhanced the students’ experience, providing help with sociocultural skills, informational needs, relational bonds, and psychological well-being. Different platforms were preferred when communicating with friends versus family and intimates. Online communication between co-nationals from the student’s home country buffered both the sojourning student’s acculturative stress, and the stress and concern of distant family members.  相似文献   

Online interaction across three contexts: an analysis of culture and technological affordances     

Todd L. Sandel  Richard Buttny  Mary Varghese 《Journal of Intercultural Communication Research》2019,48(1):52-71

Students were linked virtually across three contexts: U.S., Malaysia, and China. Differences emerged in how student-created messages were constructed and interpreted; these impacted perceived relational affiliation. Messages constructed by students in Malaysia and China exhibited casual talk, greater self-disclosure, requests for personal information, and greater use of emoticons/emoji. Interactions were perceived as informal, friendly, and positive. U.S. students’ messages often showed institutional talk, less self-disclosure, and more attention to the instructor-assigned task. Asian-U.S. student pairs perceived their interactions as formal, less friendly, and less positive. This study shows how online technologies may be afforded and shaped by culture and interaction.  相似文献   

A season-long team-building intervention: examining the effect of team goal setting on cohesion     

Senécal J  Loughead TM  Bloom GA 《运动与训练心理学杂志》2008,30(2):186-199

The purpose of the current study was to determine whether the implementation of a season-long team-building intervention program using team goal setting increased perceptions of cohesion. The participants were 86 female high school basketball players from 8 teams. The teams were randomly assigned to either an experimental team goal-setting or control condition. Each participant completed the Group Environment Questionnaire (GEQ; Carron, Brawley, & Widmeyer, 2002; Carron, Widmeyer, & Brawley, 1985), which assessed cohesion at both the beginning and end of the season. Overall, the results revealed a significant multivariate effect, Pillai's trace F(12, 438) = 2.68, p = .002. Post hoc analyses showed that at the beginning of the season, athletes from both conditions did not differ in their perceptions of cohesion. However, at the end of the season, athletes in the team goal-setting condition held higher perceptions of cohesion than athletes in the control condition. Overall, the results indicated that team goal setting was an effective team-building tool for influencing cohesiveness in sport teams.  相似文献   

The promise of action research for critically reflective teacher education     

Todd Dinkelman 《The Teacher Educator》2013,48(4):250-274

Abstract

This paper is an analysis of the potential that action research theory and practice hold for educating preservice teachers to become more critically reflective. First, action research theory, especially as it informs current notions of educational research and practice, is reviewed. Then critically reflective teaching is described by grounding the term in critical social science views supportive of the social reconstructionist reform tradition in teacher education. Special attention is given in this review to the claims made by action research advocates regarding the power of action research to promote critically reflective teaching. Finally, to examine the empirical basis for these claims, a brief survey is made of several reports of the use of action research by teacher educators. The analysis reveals cautious optimism for the promise action research holds for critically reflective teacher education.  相似文献   

Building a Successful Adult Life: Findings From Youth-Directed Research     

Laurie E. Powers  Tracee Garner  Betsy Valnes  Peter Squire  Alison Turner  Todd Couture 《Exceptionality》2013,21(1):45-56

Abstract

Although transition outcomes for youth with disabilities have shown some improvement and transition support practices have been identified, many young people continue to face transition barriers that preclude their full participation in key adult life activities. While research efforts have largely been professionally driven, there is emerging literature suggesting that the use of participatory, empowerment methodologies may bolster the identification of appropriate research methods and useful solutions to problems, as well as promoting the application of findings to accomplishing practice and policy improvements. The purpose of this study was to use a youth-directed, participatory action methodology to investigate youths' perceptions of the value of transition promotion experiences identified as effective by professionals, and to examine the level at which youth with disabilities participate in those experiences. A survey was developed and administered to 202 young people with disabilities by leaders from the National Youth Leadership Network. Findings indicated that youth generally endorse the importance of validated transition promotion practices; however, they reported having limited opportunity to participate in them. Implications related to the use of participatory action methodologies and needed practice and policy improvements are discussed.  相似文献