Investigative interviews of alleged sexual abuse victims with and without anatomical dolls     

Michael E. Lamb  Irit Hershkowitz  Kathleen J. Sternberg  Barbara Boat  Mark D. Everson 《Child abuse & neglect》1996,20(12):1251-1259

Verbal and nonverbal responses by alleged victims of child sexual abuse were coded for length, amount of information, and the manner in which they were elicited by the interviewer. In 16 of the interviews, anatomical dolls were employed for the purposes of demonstration, whereas they were not used in another eight cases matched with respect to other characteristics of the children and the alleged events. Children interviewed with dolls provided an equivalent number of details and spoke as many words in the substantive portion of the interview as did children interviewed without dolls, and interviewers in the two groups used similar probes to elicit information. However, the average responses by the children were significantly longer and more detailed when dolls were not used. Children gave longer and more detailed responses to open-ended invitations when dolls were not used. Caution is necessary when interpreting these findings.  相似文献   

Toward more evidence-based practice          下载免费PDF全文

Hotelling BA 《The Journal of perinatal education》2005,14(1):46-49

Childbirth educators are responsible for providing expectant parents with evidence-based information. In this column, the author suggests resources where educators can find evidence-based research for best practices. Additionally, the author describes techniques for childbirth educators to use in presenting research-based information in their classes. A sample of Web sites and books that offer evidence-based resources for expectant parents is provided.  相似文献   

Case study of an innovation requiring teachers to change roles     

Barbara S. Spector 《科学教学研究杂志》1984,21(6):563-574

An exploratory study which focused on teachers responses to the demand for role change brought about by the implementation of a new course is reported. Two procedures used to gather data were participant observation and open-ended interviews. Role theory, symbolic interaction, and schools as organizations were used as the frameworks for data analysis in this discursive qualitative study. The data reported describe the teachers' perceptions of factors influencing their willingness to change behaviors in order to comply with the role demands of the innovation. Hypotheses grounded in the data were generated and tied together into a theory which is illustrated by a structural model. The model shows interrelationships of factors influencing the teachers to change roles at the time of initiation of the new course through the ultimate incorporation of the innovation.  相似文献   

Increasing cesarean birth rates: a clash of cultures?          下载免费PDF全文

Moore ML 《The Journal of perinatal education》2005,14(4):5-8

Cesarean birth rates in the United States reached a high of 27.6% in 2003, a 6% increase over 2002. A cultural conflict appears to exist between the views of those who believe that birth is normal and many cesareans are unnecessary and the views of those who feel that higher rates are justifiable. Childbirth educators can share cultural concepts of normal birth in their classroom.  相似文献   

Sexuality, gender and schooling: shifting agendas in social learning: Mary Jane Kehily: Routledge/Falmer, London and New York, ISBN 0-415-28047-8. pp 214, Cost not given     

Barbara M. Walker 《International Journal of Educational Development》2003,23(6):679-680

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Educational epistemologies and methods in a more-than-human world     

Helena Pedersen  Barbara Pini 《Educational Philosophy and Theory》2017,49(11):1051-1054

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The inquiry learning forum:     

Julie Moore  Sasha Barab 《TechTrends》2002,46(3):44-49

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Systems thinking: An experimental course for college freshmen     

Richard M. Felder  Barbara A. Soloman 《Innovative Higher Education》1988,12(2):57-68

An experimental interdisciplinary freshman course called The Systems Approach to the Universe was taught at North Carolina State University in the Spring of 1986. The goals of the course were to introduce principles of general systems theory; to provide examples through lectures and readings of applications of these principles in a wide variety of fields and disciplines; and to introduce and provide practice in critical questioning and evaluation. This paper outlines what was done, how it worked, and how the instructors and the students assessed the experience afterwards.He received his B.Ch.E. from the City College of New York, and his Ph.D. in chemical engineering from Princeton University. Barbara A. Soloman is Coordinator of Advising for the Academic Skills Program and Lecturer in the University Studies Program at North Carolina State University. She received her B.S. in mathematics from the City College of New York and her M.S. in mathematics from North Carolina State University.  相似文献   

The Impact of the Home Instructional Program for Preschool Youngsters (HIPPY) on School Performance in 3rd and 6th Grades     

Robert H. Bradley  Barbara Gilkey 《Early education and development》2002,13(3):301-312

A post hoc matching design was used to compare children who participated in the Home Instructional Program for Preschool Youngsters (HIPPY) throughout Arkansas to children from the same classrooms who had no preschool experience and children who had other preschool experiences in the third and sixth grades. The program showed modest positive impact on school suspensions, grades, classroom behavior, and achievement test scores at both grade levels.  相似文献   

Awards program for outstanding achievements in instructional development     

Barbara A. Metelsky 《Educational technology research and development : ETR & D》1988,36(2):92-92

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