The relationship of child protection worker attitudes to attrition from the field     

G E Fryer  T J Miyoshi  P J Thomas 《Child abuse & neglect》1989,13(3):345-350

Child protection workers in 33 states and the District of Columbia participated in a survey conducted by the C. Henry Kempe National Center for the Prevention and Treatment of Child Abuse and Neglect to determine the attitudes and attributes of workers who terminate their careers in child protection. A year after the survey, telephone follow-up was done to identify respondents to the survey who had left the child protection field. Attributes and attitudes were then linked directly to whether workers had terminated or continued child protective service. Just 8.0% (15 of 187) of the workers had left the field. There were few differences between workers that departed and those whose services were retained. Both were generally dissatisfied with their profession at the time of the survey. The shrinking social service labor market and worker investment in the field are discussed as factors impeding turnover among child protection workers.  相似文献   

Digitalisation in higher education: mapping institutional approaches for teaching and learning     

Cathrine Edelhard Tømte  Trine Fossland  Per Olaf Aamodt  Lise Degn 《Quality in Higher Education》2019,25(1):98-114

This paper explores the digitalisation of teaching and learning understood as external processes, influenced by government and international trends and as internal processes within the institutions, in Denmark and Norway. These are countries with similarities regarding digitalisation and educational systems. In the internal processes, there was some use of digital technology in teaching and learning when initiated from administration including IT-staff, in collaboration with academic leaders. There was little or only limited reported use of technology for teaching and learning, when the processes were initiated by administration together with enthusiasts among faculty staff, who did not have leadership roles or influence on change. There was more reported use of technology in teaching and learning in Denmark than Norway. The paper discusses possible explanations for these findings and thus illuminates how processes of digitalisation are influenced by broader governance arrangements, institutional maturity and academic and administration staffs.  相似文献   

Teacher perceptions of the regular education initiative   总被引：1，自引：0，他引：1  

M I Semmel  T V Abernathy  G Butera  S Lesar 《Exceptional children》1991,58(1):9-24

A survey of 381 special and regular educators assessed perceptions and opinions surrounding the regular education initiative. Confirmatory factor analysis supported an a priori hypothesized structure of teachers' responses. Items factored into 14 categories. These factors describe issues related to preferred placement of students with mild disabilities, teachers' responsibility and ownership, teacher preparedness for meeting the needs of these students, achievement outcomes for all children, and the changes that would result from adopting the proposed consultant model rather than a pullout program. Results favored current special education practices (pullout programs) in elementary schools.  相似文献   

The development of children at familial risk for dyslexia: Birth to early school age     

Lyytinen H  Aro M  Eklund K  Erskine J  Guttorm T  Laakso ML  Leppänen PH  Lyytinen P  Poikkeus AM  Torppa M 《Annals of dyslexia》2004,54(2):184-220

Children at risk for familial dyslexia (n = 107) and their controls (n = 93) have been followed from birth to school entry in the Jyvaskyla Longitudinal study of Dyslexia (JLD) on developmental factors linked to reading and dyslexia. At the point of school entry, the majority of the at-risk children displayed decoding ability that fell at least 1 SD below the mean of the control group. Measures of speech processing were the earliest indices to show both group differences in infancy and also significant predictive associations with reading acquisition. A number of measures of language, including phonological and morphological skill collected repeatedly from age three, revealed group differences and predictive correlations. Both the group differences and the predictive associations to later language and reading ability strengthened as a function of increasing age. The predictions, however, tend to be stronger and the spectrum of significant correlations wider in the at-risk group. These results are crucial to early identification and intervention of dyslexia in at-risk children.  相似文献   

Student Learning in Higher Education     

John T.E. Richardson 《教育心理学》1983,3(3-4):305-331

There has been relatively little systematic experimental investigation of individual differences in student learning. The findings of mainstream laboratory‐based research are of limited value, though they are generally consistent with the results of surveys of student performance. Nevertheless, it has been possible to demonstrate qualitative and commensurable variation among individual students in both the outcome of learning and the process of learning, and in both formal experimental tasks and in normal academic studies. There has been limited success in attempts to manipulate cognitive processing by varying the anticipated form of assessment or by inducing variations in motivational factors. However, there are radical effects of matching the instructional procedures to the subjects’ cognitive approaches. More recent research has demonstrated considerable variation within individual subjects across different learning situations. Current discussion concerns the consistency, variability, and flexibility of individual learners, the identification of causal relationships, the validity of introspective reports and the adequacy of traditional research methodology.  相似文献   

Development of an alternative to likert scaling: Tests of perception of scientists and self (Toposs)     

Lindsay D. Mackay  Richard T. White 《Research in Science Education》1974,4(1):131-139

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Upgrading the cohort: A model for admissions to preparatory programs in educational administration     

Paul A. Pohland  Lois T. Carlson 《Journal of Personnel Evaluation in Education》1992,6(2):123-139

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Linking family hardship to children's lives   总被引：11，自引：1，他引：11  

G H Elder  T V Nguyen  A Caspi 《Child development》1985,56(2):361-375

The impact of drastic income loss on children is mediated by a number of family adaptations, including the shift toward more labor-intensive households and altered relationships. Using newly developed codes on parenting behavior during the Great Depression, this study investigates the role of parental behavior (rejecting, nonsupportive) in linking economic hardship to children's lives in the Oakland Growth Study. The results extend beyond those reported in Children of the Great Depression by showing that economic hardship adversely influenced the psychosocial well-being of girls, but not boys, by increasing the rejecting behavior of fathers. The parenting behavior of mothers did not vary significantly by income loss. In addition, the rejecting influence of hard-pressed fathers was more pronounced in relation to less attractive daughters, as judged by physical features. Attractive daughters were not likely to be maltreated by their fathers, no matter how severe the economic pressure. These outcomes on family mediation and conditional effects underscore the importance of viewing economic decline in relation to both the child's characteristics and parenting behavior. An understanding of the effects of economic decline in children's lives requires knowledge of parent and child behavior within the family and life course.  相似文献   

SOCIAL AND PERSONALITY CHARACTERISTICS OF GIFTED STUDENTS     

Muhyieddeen Sh. Touq  Nawal H. Kamal  Alia T. Fada 《High Ability Studies》1993,4(1):39-47

This study aimed at investigating the relationship between intellectual, social, personal and personality variables of academically gifted secondary school students. A total of 297 tenth grade boys and girls were identified on the basis of three main criteria: 1. Academic achievement with special emphasis on Arabic language, science and math scores; 2. Behavioural traits; 3. General mental ability and general adjustment. Data related to socioeconomic status and personal characteristics were also collected. Results of the analysis of variance showed that there were significant differences between gifted and nongifted groups in general mental ability, achievement, general adjustment, behavioural traits, personal and social variables, in favour of the former.  相似文献   

Parents do matter: trajectories of change in externalizing and internalizing problems in early adolescence     

Galambos NL  Barker ET  Almeida DM 《Child development》2003,74(2):578-594

This study examined the relative influence of three parenting behaviors (support, behavioral control, and psychological control) and deviant peers on trajectories of externalizing and internalizing problems in early adolescence. A white, working-to-middle-class sample of adolescents and their mothers and fathers in two-earner families participated in a 32-year longitudinal study (N = 109 families). The study began when the adolescents were in sixth grade (M age = 11.5 years). Analyses showed that parents' firm behavioral control seemed to halt the upward trajectory in externalizing problems among adolescents with deviant peers. Initial levels of internalizing problems were higher among adolescents with parents who reported lower levels of behavioral control and among adolescents with deviant peers. This study suggests that parenting exerts an important influence in adolescents' lives and may do so even in the face of potentially negative peer influence.  相似文献