Bridging research and practice: challenges and successes in implementing evidence-based preventive intervention strategies for child maltreatment     

Toth SL  Manly JT 《Child abuse & neglect》2011,35(8):633-636

Child maltreatment has been associated with a wide range of negative developmental outcomes for children and families as well as significant economic consequences. While efficacious intervention strategies have been demonstrated to reduce symptoms of trauma and to improve behavioral and emotional functioning, these models have not been widely adopted by clinicians. The challenges associated with exporting evidence-based interventions into community settings are discussed, along with an example of a preventive intervention program for young mothers, successfully implemented through a partnership of community agencies and funders.  相似文献   

Implicit attitudes toward children may be unrelated to child abuse risk     

Risser HJ  Skowronski JJ  Crouch JL 《Child abuse & neglect》2011,35(7):514-523

Objective

To explore whether adults possess implicit attitudes toward children and whether those attitudes are especially negative among respondents who are high in child physical abuse (CPA) risk.

Methods

The present study used an implicit evaluative priming procedure. In this procedure, participants were instructed to make decisions about the evaluative implications of target words. These words were preceded by photographs of child faces or adult faces displaying positive, neutral, or negative expressions. Reaction times for the evaluative decisions were used as an index of the extent to which photos invoked negative or positive evaluative reactions.

Results

Results from 2 studies, the first conducted on a student sample (N = 90) and the second on a parent sample (N = 95), demonstrated that evaluative congruence between the facial expressions displayed in photographs and the target words facilitated responses. Furthermore, the results suggested that regardless of CPA risk, child faces, relative to adult faces, facilitated responses to negative target words, suggesting an out-group bias. This implicit out-group bias was not moderated by respondents’ CPA risk status.

Conclusions

Faces of children, relative to faces of adults, appear to activate negative information structures that facilitate evaluative decisions of negative stimuli, suggesting an out-group bias. Given that out-group biases typically lead to less favorable treatment of out-group members, additional research is needed to examine the pervasiveness of negative evaluative biases towards children and the potential implications of such biases on children's lives. Further, research examining whether high CPA risk parents and low CPA risk parents differ in how they manage initial negative evaluative reactions is needed.  相似文献   

Keeping up with the Joneses: Institutional changes following the adoption of a merit aid policy     

Amanda L. Griffith 《Economics of Education Review》2011,30(5):1022-1033

The increasing use by private colleges and universities of financial aid based on “merit”, as opposed to based solely on financial need has caused many to raise concerns that this type of aid will go mainly to higher income students crowding out aid to lower income students. However, some analysts suggest that by attracting more “almost full-paying” students through the use of merit aid, institutions will have more financial resources that they can use to increase their financial aid to low-income students and thus their enrollment. Results using data from the College Board's Annual Survey of Colleges and other secondary data sources suggest that the increased use of merit aid is associated with a decrease in enrollment of low-income and minority students, particularly at more selective institutions. Middle and bottom tier colleges may be offsetting costs with tuition increases, as the introduction of merit aid is accompanied by an increase in net costs.  相似文献   

Peer assessment accounting for student agreement     

Jordan L. Neus 《Assessment & Evaluation in Higher Education》2011,36(3):301-314

Peer assessment has been gaining significant ground as a means of fostering an environment of accountability and responsibility for group projects in higher education. A popular peer assessment method assigns individual grades via a linear relationship to peer assessment scores. Using this method, a group member who receives his or her group’s average peer assessment score is assigned the instructor‐given group grade; the group member who receives a total peer assessment score of zero is assigned an individual grade of zero. Unfortunately, applying this method often requires time‐consuming exploratory data analysis because of the potential for the method to yield a high spread of grades, including grades over 100%. The present study proposes a modification, which accounts for the degree of student agreement. When the modified procedure results in a change from the group grade, the direction of change is always the same, but with smaller magnitude, requiring less subsequent data analysis and instructor time demands. Easy‐to‐modify SAS code for applying the method is presented in the Appendix.  相似文献   

Does food insecurity at home affect non-cognitive performance at school? A longitudinal analysis of elementary student classroom behavior     

Larry L. Howard 《Economics of Education Review》2011,30(1):157-176

This paper estimates models of the transitional effects of food insecurity experiences on children's non-cognitive performance in school classrooms using a panel of 4710 elementary students enrolled in 1st, 3rd, and 5th grade (1999-2003). In addition to an extensive set of child and household-level characteristics, we use information on U.S. counties to control for potential confounding effects of the local economic and noneconomic environment on children's household transitions between states of food insecurity and food security. The time horizon of our analysis affords insight into factors underlying children's formation of non-cognitive skills and the efficiency of classroom-based educational production in elementary school. Overall, we find significant negative developmental effects for children with food insecurity at home; and that children experiencing an early transition from food insecurity in 1st grade to food security in 3rd grade have even larger impairments that persist through 5th grade.  相似文献   

Developing teaching self-efficacy in research institutions: A study of award-winning professors     

David B. Morris  Ellen L. Usher 《Contemporary educational psychology》2011,36(3):232-245

The purpose of this study was to assess the sources of award-wining research professors’ (six women; six men) teaching self-efficacy through the framework of Bandura’s (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that these sources tended to be closely related. Professors reported that their self-efficacy had generally stabilized within their first few years of assuming a tenure-track position. Participants framed negative events in adaptive ways that had little cost to their teaching self-efficacy.  相似文献   

Using digital images of the zebra finch song system as a tool to teach organizational effects of steroid hormones: a free downloadable module     

Grisham W  Schottler NA  McCauley LM  Pham AP  Ruiz ML  Fong MC  Cui X 《CBE life sciences education》2011,10(2):222-230

Zebra finch song behavior is sexually dimorphic: males sing and females do not. The neural system underlying this behavior is sexually dimorphic, and this sex difference is easy to quantify. During development, the zebra finch song system can be altered by steroid hormones, specifically estradiol, which actually masculinizes it. Because of the ease of quantification and experimental manipulation, the zebra finch song system has great potential for use in undergraduate labs. Unfortunately, the underlying costs prohibit use of this system in undergraduate labs. Further, the time required to perform a developmental study renders such undertakings unrealistic within a single academic term. We have overcome these barriers by creating digital tools, including an image library of song nuclei from zebra finch brains. Students using this library replicate and extend a published experiment examining the dose of estradiol required to masculinize the female zebra finch brain. We have used this library for several terms, and students not only obtain significant experimental results but also make gains in understanding content, experimental controls, and inferential statistics (analysis of variance and post hoc tests). We have provided free access to these digital tools at the following website: http://mdcune.psych.ucla.edu/modules/birdsong.  相似文献   

Resident teachers in anatomy: Valuable asset! Endangered species?     

Drake RL  Pawlina W 《Anatomical sciences education》2011,4(4):181-181

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Resilience does not predict academic performance in gross anatomy     

Rodrigo Enrique Elizondo‐Omaña  María de los Angeles García‐Rodríguez  José Miguel Hinojosa‐Amaya  Eliud Enrique Villarreal‐Silva  Rosa Ivette Guzmán Avilan  Juan José Bazaldúa Cruz  Santos Guzmán‐López 《Anatomical sciences education》2011,4(1):56-56

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Prescribed-time containment control with prescribed performance for uncertain nonlinear multi-agent systems     

Dacai Liu  Zhi Liu  C.L. Philip Chen  Yun Zhang 《Journal of The Franklin Institute》2021,358(3):1782-1811

The existing studies on prescribed-time control cannot directly deal with nonlinear functions which don’t satisfy Lipschitz growth conditions. No results are available for prescribed-time containment control of pure-feedback UNMASs with prescribed performance. Therefore, completely unknown nonlinear function, prescribed-time tracking of system states and prescribed performance of containment errors are simultaneously considered in this paper. Fuzzy logic systems are utilized to approximate completely unknown nonlinear function. Prescribed-performance function is introduced and further incorporated into a novel speed function. Combining the proposed speed function and barrier Lyapunov function, this article presents a novel adaptive fuzzy prescribed-time containment control method which can guarantee, under prescribed performance, all followers converge to a convex formed by dynamic leaders in a prescribed time. Moreover, all tracking errors converge to predefined regions in a prescribed time. The effectiveness of the proposed prescribed-time containment control method are confirmed by strict proof and simulation.  相似文献