Determinants of placement for sexually abused children     

W M Hunter  M L Coulter  D K Runyan  M D Everson 《Child abuse & neglect》1990,14(3):407-417

While conducting a prospective study of 100 sexually abused children, we found a much higher rate of out-of-home placement than has been previously described for child maltreatment. This study was designed to determine which factors were most influential in predicting the placement experiences of this cohort. The children, ages 6-17 years, were recently substantiated victims of intrafamilial sexual abuse whose parents or guardians permitted study involvement. We examined child and family demographics, abuse characteristics, and family response as possible determinants of immediate and later placement. At the initial assessment, within a few weeks of the disclosure, 50% of the children had already been removed. A follow-up assessment of 83 children two years later revealed that 73% had been removed from the abusing home. In a multivariate regression model, only maternal support of the child emerged as a significant predictor of immediate placement and placement over time. The offender's status as a resident in the child's home was an important predictor of immediate placement but was not significant as a predictor of all placements at any time. As maternal support is an important predictor of the need for placement, workers are encouraged to seek ways of enhancing maternal support as a means of reducing placement.  相似文献   

Essay review     

Jane M. Bingham 《Children‘s Literature in Education》1991,22(2):137-142

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The effect of language specific factors on early written composition: the role of spelling,oral language and text generation skills in a shallow orthography     

Barbara Arfé  Julie E. Dockrell  Bianca De Bernardi 《Reading and writing》2016,29(3):501-527

Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7–8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children’s written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study showed that receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, complexity and accuracy in Italian children’s written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study shows the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined.  相似文献   

Campus strategies: The “prompts” project prompts academic and student affairs collaboration     

Barbara S. Fuhrmann 《Assessment Update》1995,7(6):10-10

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Book reviews     

Linda A. Dove  David Atchoarena  Mary Hamilton  Colin Titmus  Myriam Bacquelaine  Manfred F. Prinz  Sheila M. Haggis  Ian Lister 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(3):235-248

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Evaluating college campus closings for the 1980s: A case application of an optimization model     

Stephen A. Hoenack  Janet K. Roemer 《Research in higher education》1981,15(1):49-68

Institutional administrators, faculty, state planners, and legislatures have little analytical basis available to help them cope with the expected excess higher education capacity of the 1980s. Without objective criteria, state planners and legislatures are likely to propose across-the-board reductions even if it were preferable to close some institutions and expand others. This study is a case application of an optimization model to two community colleges in northern Minnesota. Using estimated enrollment demand functions and readily available data on size, quality, and costs, this model is designed to assist policymakers in identifying overbuilt institutions and programs that should be closed. The state's objective in the model is to satisfy specified proportions of enrollment demand with a minimum expenditure of state funds.  相似文献   

New media research in teacher education     

Gerald S. Lesser  Herbert Schueler 《Educational technology research and development : ETR & D》1966,14(3):318-361

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Improving Inquiry Teaching through Reflection on Practice     

Christine R. Lotter  Cory Miller 《Research in Science Education》2017,47(4):913-942

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Learning citizenship: Campus‐based initiatives for developing student change agents     

Dennis C. Roberts  Erin A. Huffman 《About Campus》2005,10(4):17-22

The phrase “social movement” typically conjures up images of pickets, massive crowds, and noisy demonstrations. An emerging approach to campus‐based change, used in Fraternal Futures and other projects, is tapping into the small, the local, and the personally relevant.  相似文献   

Children’s Beliefs about Learning and Physical Difficulties     

Elizabeth A. Nowicki 《International Journal of Disability, Development & Education》2007,54(4):417-428

Beliefs about learning and physical difficulties were explored in 50 younger children (M = 5.6, SD = 1.0 years) and 50 older children (M = 9.5, SD = 1.1 years). Participants were asked why they thought some children had learning or physical difficulties and whether children with these difficulties would always have them. The majority of older children were able to generate one or more ideas about the causes of learning and physical difficulties, but 58% of the younger children did not know the causes of learning difficulties and 42% did not know the causes of physical difficulties. Younger and older children thought that learning difficulties could be overcome with increased effort on the part of parents, teachers, and child, whereas physical difficulties were believed to be beyond anyone’s control. Results suggest that some aspects of children’s knowledge about causes and outcomes of learning and physical difficulties are limited. Research is needed to determine whether beliefs and misconceptions about learning and physical difficulties are associated with the quantity and quality of interpersonal interactions, and to determine the sources of children’s information as well as the accuracy of these sources.  相似文献