Child abuse: A study of the child''s perspective   总被引：1，自引：0，他引：1  

Philip G. Ney M.D.  F.R.C.P.  Christine Moore M.Sc.  John McPhee M.Sc.  Penelope Trought B.A. 《Child abuse & neglect》1986,10(4):511-518

This study ascertained the child's response to various types of abuse and neglect. With interviews and questionnaires for the staff of a child psychiatric unit, the mothers and the children involved, we assessed the severity, frequency and duration of physical abuse, verbal abuse, physical neglect, emotional neglect or sexual abuse of children. The physically abused children accepted blame for mild but not severe mistreatment. Verbally and sexually abused children did not believe it was their fault if the mistreatment was moderately extensive but did if it was mild or severe. The relationship between extent of abuse and blame was less clear for neglect, but children usually though it was their fault. Verbal and sexual abuse appeared to have a greater impact on the children's perception of themselves and the world. Verbally abused children were more angry and more pessimistic about their future. Although physical abuse appeared to make some children feel they were unwanted at birth, how much the mother wanted her children was not related to the extent of any type of abuse. Both the type and extent of mistreatment appear to have different effects on the child's subjective experience. The use of the visual analogue scale in this study made it possible to differentiate a continuum of severity and frequency of five types of mistreatment without the need for definition.  相似文献   

Benchmarking Academic Research Output in Australia     

Penelope S. Murphy 《Assessment & Evaluation in Higher Education》1995,20(1):45-57

In higher education the uptake of benchmarking has been slow, despite its recognition elsewhere as an important tool in the pursuit of continuous quality improvement. The need for national benchmarks of research productivity and quality will be felt intensely in Australia in 1995 as the Committee for Quality Assurance in Higher Education focuses on research evaluation. This paper presents benchmarks for publications productivity for Australian academic researchers based on an empirical study of all reported publications output from the Australian university system in 1991. ‘Publications productivity’ in this paper is defined as the number of publications per 10 equivalent academic staff members. Benchmarks for aggregate publications output per staff member, and for each of 13 types of publications, are reported for the highest performing institution, and highest performing organisational units within any institution. Applicability within Australian higher education of citation impact indices as an indicator of research quality is discussed.  相似文献   

Teachers' attributions and beliefs about girls,boys, and mathematics   总被引：4，自引：0，他引：4  

Elizabeth Fennema  Penelope L. Peterson  Thomas P. Carpenter  Cheryl A. Lubinski 《Educational Studies in Mathematics》1990,21(1):55-69

Thirty-eight first grade teachers were asked to identify their two most and least successful girls and boys in mathematics, to attribute causation of these students' successes and failures, and to describe their characteristics. Teachers' choices of most and least successful students were compared to mathematics test scores of their students. Teachers were most inaccurate when selecting most successful boys. Teachers tended to attribute causation of boys' successes and failures to ability and girls' successes and failures to effort. Teachers thought their best boy students when compared to their best girl students, were more competitive, more logical, more adventurous, volunteered answers more often to mathematics problems, enjoyed math more, and were more independent in mathematics.  相似文献   

Ignoring free, appropriate, public education, a costly mistake: the case of F.M. & L.G. versus Barbour County     

Easterbrooks SR  Lytle LR  Sheets PM  Crook BS 《Journal of deaf studies and deaf education》2004,9(2):219-227

In 2000, the 11th Circuit Court provided the largest single award in special education history to date, approximately $2.5 million, to two teenaged students who were deaf. The students were judged to have been denied a free, appropriate public education (FAPE), having spent their academic careers in generic special education classes for students with multiple disabilities without the benefit of access to a communication system; the services of a certified, qualified teacher of the deaf; or related services. This article describes the case from the perspective of FAPE, least restrictive environment, and due process in the presence of guardians who did not understand the implications of the Individual Education Program (IEP) teams' decisions; presents a chronology of the case; explores the implications for various stakeholders; and discusses the catastrophic impact on the social, emotional, communication, and academic development and earning potential of the students.  相似文献   

Educational technology's metaphors     

Penelope Karovsky 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(3):157-163

This article starts from an assumption that the essence of technology is a realm of discovery. Within this realm, humanity and the tools of technology are engaged in a dialogue. The author challenges the objectivism of technical rationality which fragments this dialogue and replaces people's creativity with rigorous, but often useless, propositions. It suggests that, at least in the field of education, it is time to break away from technical rationality and its accompanying focus on mastery of information.
The author looks at some of educational technology's metaphors and discusses how they reflect determinism and consumerism. She explores an alternative approach, the musical metaphor (Hlynka & Nelson, 1986), which encourages both rigour and creativity. She concludes with an appeal to researchers in the field of educational technology to grapple with new metaphors to help us cope with the exponential growth of information. She further suggests that educational technology need not be limited by the legacy of positivism, but can ally itself with communications technologies and the fine arts.  相似文献   

A Web adaptive educational system for people with hearing difficulties     

Penelope Markellou  Maria Rigou  Spiros Sirmakessis  Athanasios Tsakalidis 《Education and Information Technologies》2000,5(3):189-200

In this paper we present a web adaptive educational tool for the Greek Sign Language. The design and the implementation of the tool were partially funded by national bodies. The paper presents the architecture of the tool, in an abstract way and briefly describes its functionality. The interaction process followed is also presented.  相似文献   

Editorial     

Penelope L. Lisi  Kevin Roxas 《Multicultural Perspectives》2016,18(4)

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Editorial     

Penelope L. Lisi  Francisco Rios  Cornel Pewewardy  Jeanette Haynes Writer 《Multicultural Perspectives》2013,15(4):189-190

In this article the authors explore a language and literacy community mapping project carried out by public school teachers in southern California. They chronicle the knowledge produced by teachers about the depth and diversity of language and literacy resources present in the neighborhoods surrounding their various urban school sites.  相似文献   

Editorial     

Penelope L. Lisi  Francisco Rios 《Multicultural Perspectives》2013,15(1):1-2

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Editorial     

Penelope L. Lisi  Kevin Roxas 《Multicultural Perspectives》2017,19(3)

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