Book reviews     

Herbert I. Schiller  Charles F. Hoban  Robert Steele  Wendell Shackelford  Roger W. Wescott  Richard J. Stonesifer  Bernard Rubin  Sol Worth  Glenn Hanson  Glenn White  Taher A. Razik  Gene Gilmore 《Educational technology research and development : ETR & D》1965,13(2):205-223

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Risk factors for the perpetration of child sexual abuse: a review and meta-analysis   总被引：1，自引：0，他引：1  

Whitaker DJ  Le B  Karl Hanson R  Baker CK  McMahon PM  Ryan G  Klein A  Rice DD 《Child abuse & neglect》2008,32(5):529-548

OBJECTIVES: Since the late 1980s, there has been a strong theoretical focus on psychological and social influences of perpetration of child sexual abuse. This paper presents the results of a review and meta-analysis of studies examining risk factors for perpetration of child sexual abuse published since 1990. METHOD: Eighty-nine studies published between 1990 and April of 2003 were reviewed. Risk factors were classified into one of the following six broad categories: family factors, externalizing behaviors, internalizing behaviors, social deficits, sexual problems, and attitudes/beliefs. Sex offenders against children (SOC) were compared to three comparison groups identified within the 89 studies: sex offenders who perpetrated against adults (SOA), non-sex offenders, and non-offenders with no history of criminal or sexual behavior problems. RESULTS: Results for the six major categories showed that SOC were not different from SOA (all d between -.02 and .14) other than showing lower externalizing behaviors (d=-.25). Sex offenders against children were somewhat different from non-sex offenders, especially with regard to sexual problems and attitudes (d=.83 and .51). Sex offenders against children showed substantial differences from non-offenders with medium sized effects in all six major categories (d's range from .39 to .58). CONCLUSION: Child sex offenders are different from non-sex offenders and non-offenders but not from sex offenders against adults. PRACTICE IMPLICATIONS: This study suggests that the presence of general risk factors may lead to a variety of negative behavioral outcomes, including the perpetration of child sexual offending. Family factors were strongly related to the perpetration of child sex offending (vs. non-sexual offending or non-offending) and may be valuable intervention points for interrupting the development of child sex offending, as well as other negative behaviors. Other potential points for intervention may focus on the development of appropriate social and emotional skills that contribute to sexual offending.  相似文献   

Portfolio Assessment: More Than ABCs and 123s     

Michelle Fryer Hanson  Deanna Gilkerson 《Early Childhood Education Journal》1999,27(2):81-86

Demands for educational accountability are being called for at all levels: preschool through graduate school. Standardized tests are being widely utilized, but this measurement is not appropriate for young children. Portfolio assessment is a more promising approach to measure children's growth, development, and achievement. This paper outlines criteria that portfolios must have in order to be effective assessment tools. Methods of gathering information and tips for portfolio development are shared and several examples of children's work samples are included  相似文献   

A Comparative Study or Western and Japanese Practices Geared Towards Improved Learning and New Product Performance     

Kenneth A. Saban  David Hanson  John M. Lanasa 《Performance Improvement Quarterly》2000,13(4):16-28

Increasingly, the long‐term success of a company resides in its ability to develop and market successful new products in a cost‐and time‐effective manner. In general, Japanese companies have outperformed their Western counterparts in bringing new products to market over the last 10 to 20 years. This has given them a substantial advantage in long‐term economic development. The authors hypothesize that the differences between the dominant models of corporate culture in Japan and the U.S. account for the Japanese advantage. In comparison to U.S. companies, Japanese companies tend to emphasize long‐term leadership, decentralized decision making, a flatter work structure using cross‐functional work teams, and rewarding teams for the ability to learn from mistakes. As a result of these differences, Western companies are more likely to utilize “single, loop” learning, where new products are developed using established (and unquestioned) procedures. Conversely, Japanese companies rely on “double‐loop” or “deutero” learning styles, which encourage employees to leverage their past experiences when proposing new product innovations. The authors conclude by outlining a research program for testing their as‐gumptions about the relations among nationality, corporate culture, learning styles, and new product success.  相似文献   

Scientific Modeling for Inquiring Teachers Network (SMIT’N): The Influence on Elementary Teachers’ Views of Nature of Science, Inquiry, and Modeling     

Valarie L. Akerson  J. Scott Townsend  Lisa A. Donnelly  Deborah L. Hanson  Praweena Tira  Orvil White 《Journal of Science Teacher Education》2009,20(1):21-40

This paper summarizes the findings from a K-6 professional development program that emphasized scientific inquiry and nature of science within the theme of scientific modeling. During the 2-week summer workshop and follow up school year workshops, the instruction modeled a 5-E learning cycle approach. Pre and posttesting measured teachers’ views of nature of science, inquiry, and scientific modeling. Teachers improved their views of nature of science (NOS) and inquiry by including scientific modeling in their definitions of how scientists work, the empirical nature of science, and the role of observations and inferences in science. Their definitions of science expanded from a knowledge-based orientation to a process-based orientation. Teachers added the use of mathematical formulas to their views of scientific modeling. Using scientific modeling as the central theme was effective in providing positive influence on teachers’ views of inquiry and NOS.  相似文献   

Information Literacy Programs in the Digital Age: Educating College and University Students Online | Alice Daugherty,Micahel F. Russo,Information Literacy Programs in the Digital Age: Educating College and University Students Online,Association of College and Research Libraries,Chicago (2007), 278p. $48.00 ISBN 978-0-8389-8444-4     

Margot Note 《The Journal of Academic Librarianship》2009,35(1):99-100

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Navigating Legal Issues in Archives,by Menzi L. Behrnd-Klodt. Chicago: Society of American Archivists, 2008. 340p. $69.95. ISBN 1-931666-28-8.     

Margot Note 《The Journal of Academic Librarianship》2009,35(3):287-288

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Building an understanding of heat transfer concepts in undergraduate chemical engineering courses     

Katharyn E. K. Nottis Michael J. Prince Margot A. Vigeant 《美中教育评论》2010,(2):1-8,27

Understanding the distinctions among heat, energy and temperature can be difficult for students at all levels of instruction, including those in engineering. Misconceptions about heat transfer have been found to persist, even after students successfully complete relevant coursework. New instructional methods are needed to address these misconceptions. This pilot study examined whether researcher-developed and inquiry-based activities could increase conceptual understanding of heat transfer and alter common misconceptions. Twenty-two undergraduate chemical engineering students were assessed before and after instruction with inquiry-based activities using a ten-item concept inventory. Concept inventory questions were developed to assess students＇ performance on questions closely related to the inquiry-based activities and questions applying concepts in new contexts. Participants significantly improved their overall scores from pre-test to post-test. An examination of performance on individual items revealed significant improvement on half of those questions closely related to the instructional activities and half of those applying concepts in new but related contexts. Results are examined in light of the assessment and inquiry activities that were used, as well as the difficulty of the concepts. Educational implications and suggestions for future research are discussed.  相似文献   

Anogenital warts in childhood     

R M Hanson  M Glasson  I McCrossin  M Rogers  B Rose  C Thompson 《Child abuse & neglect》1989,13(2):225-233

Fifteen children with anogenital warts are presented. Twelve cases were referred for assessment of sexual abuse which was established in six cases, strongly suspected in one, and excluded in three. In two, the source was unclear. Papillomavirus typing was carried out by HPV DNA dot and Southern blot hybridization using mixed HPV 6/11, 16/18, and 2/3 DNA probes on 15 specimens from 12 of the children. Seven biopsy specimens were positive for HPV 6 or 11 and one hybridized with both HPV 6/11 and 16/18 mixed sets of probes. Two specimens were positive for HPV 2, and a further two hybridized with both HPV 18 and 2. Three wart specimens could not be typed with the available genital or skin probes. The viruses causing genital tract papillomata are the same for children and adults. The identification of HPV 16/18 raises the concern of potential oncogenicity and stresses the need for long-term assessment. The diagnosis of sexual abuse was made on history rather than examination, as only two cases showed additional physical signs of sexual abuse. It is advocated that the presence of anogenital warts alone be sufficient grounds to pursue the possibility of sexual abuse. Nonsexual transmission, although possible, is far less likely.  相似文献   

Teacher perspectives on factors facilitating implementation of whole school approaches for resolving conflict          下载免费PDF全文

Elizabeth Freeman  Eleanor H. Wertheim  Margot Trinder 《British Educational Research Journal》2014,40(5):847-868

While social–emotional learning programmes in schools often have positive outcomes, many such initiatives are not well implemented and maintained. This paper reports on teacher reflections on the process of planning and implementing a whole school social–emotional learning (SEL) programme with a conflict resolution focus, called Enhancing Relationships in School Communities (ERIS). Ten primary schools participated in an 18‐month professional development programme offered by the researchers to assist schools to develop a whole school approach to handling interpersonal issues using a cooperative problem‐solving approach. Implementation (core) teams of three to five members, including principal or assistant principal and relevant teachers, attended workshops and managed the change process. In individual interviews, 29 core team members described the most significant changes that had taken place, what factors facilitated those changes and what assisted in overcoming barriers. A synthesised model of facilitators of implementation was developed on the basis of these interviews. The major components of the model included ensuring a whole school vision and process; pre‐programme engagement confirming commitment and alignment of researcher and teachers' visions; facilitative programme structure and processes such as linking the current programme to existing programmes and processes in the school; leadership and support for staff in the change process, for example, through the implementation team; the nature of the programme content; and monitoring and feedback processes to sustain motivation and inform on needs and outcomes.  相似文献