Ethically Speaking     

Erin Edwards  Vicki Napper 《TechTrends》2001,45(5):7-8

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The effect of personal characteristics on reporting child maltreatment     

Ashton V 《Child abuse & neglect》2004,28(9):985-997

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The professional code of ethics: Same principles, new context     

Vicki S. Napper 《TechTrends》2001,45(3):13-14

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Multicultural education: Raj's story using a curricular conceptual lens of the particular     

Vicki Ross  Elaine Chan 《Teaching and Teacher Education》2008

In this study, we employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj. Using a school-based narrative inquiry approach, we learn about Raj's experiences at the intersections of immigration and settlement, adaptation and assimilation, English-language acquisition, unemployment, poverty, family violence, and family relocation. We employ Dewey's [(1938). Experience and education. New York: Simon & Schuster] theory of experience, Connelly and Clandinin's [(1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press, Columbia] understanding of curriculum as experience, and Schwab's [(1969). The practical: A language for curriculum. School Review, 78, 1–23] theory of the particular as theoretical frameworks upon which to examine and analyze interactions and events.  相似文献   

Teachers' beliefs about pedagogy and related issues     

Vicki E. Snider  Rebecca Roehl 《Psychology in the schools》2007,44(8):873-886

This study explores teachers' beliefs about pedagogical issues as well as related educational and professional issues. Six hundred K–12 teachers in three Midwestern states received surveys and 60% returned them. Results of the survey indicated that teachers were relatively unified in their beliefs, and few differences emerged around demographic variables. More teachers believed in teaching practices consistent with constructivism than believed in explicit instruction; however the majority of teachers were mixed, undecided, or balanced about pedagogy. Teachers reserved their strongest beliefs for the importance of learning style, eclectic instruction, and small class size in the primary grades. Few teachers believed that a great teacher is characterized by high student achievement outcomes, and over half believed that factors such as home environment or dyslexia prevent children from learning basic skills despite the school's best efforts. Teachers valued experience over education and training for professional development and viewed teaching as more of an art than a science. Results are discussed in relationship to current challenges in education. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 873–886, 2007.  相似文献   

Searching the Polish Medical Bibliography (Polska Bibliografia Lekarska) for trials     

Almerie MQ  Matar HE  Jones V  Kumar A  Wright J  Wlostowska E  Adams CE 《Health information and libraries journal》2007,24(4):283-286

Background: The Polish Medical Bibliography (Polska Bibliografia Lekarska) contains 350 000 records dating from 1979. These records from the fields of medicine, nursing, dentistry, health care systems and preclinical sciences are from nearly 300 biomedical journals published in Poland. Methods: We systematically searched the Polish Medical Bibliography Part II (1996–2006) CD‐ROM (July 2006) using both English and Polish phrases for randomized trials, manually checked results and, for the trials identified in this way, sought these on medline and embase . Results: Systematic searching identified records of 680 randomized trials from all areas of health care. Nearly 40% of these were not found on either medline or embase . Conclusions: The Polish Medical Bibliography should be of interest to health care information specialists concerned with comprehensive searches for trials.  相似文献   

Differences in the Prevalence,Severity and Symptom Profiles of Depression in Boys and Adolescents with an Autism Spectrum Disorder versus Normally Developing Controls     

Vicki Bitsika 《International Journal of Disability, Development & Education》2015,62(2):158-167

The prevalence, severity and symptom profiles for major depressive disorder (MDD) were compared in samples of boys and adolescents with and without an autism spectrum disorder (ASD). Self-reports were obtained on the Depression subscale of the Child and Adolescent Symptoms Inventory (CASI-D) with 70 ASD and 50 non-ASD male participants between the ages of 8 and 18 from Queensland, Australia who were matched for age and IQ. Results indicated that the ASD participants had significantly higher total CASI-D scores, a greater proportion of participants who qualified for a diagnosis of MDD, and over 50% higher scores for 8 of the 10 CASI-D symptoms than non-ASD participants. The MDD profiles for the ASD participants were dominated by anhedonia. Issues for assessment and diagnosis of comorbid MDD in young males with an ASD, plus targeted treatment planning that directly addresses their MDD profile, are discussed.  相似文献   

Professional Ethics     

Vicki S. Napper 《TechTrends》2011,55(6):13-15

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Making the Transition from Diagnosis to Treatment-planning: Validity,Reliability and Factor Structure of the Autism Spectrum Disorder Behaviour Checklist     

Vicki Bitsika 《International Journal of Disability, Development & Education》2018,65(1):22-32

The validity, reliability and factor structure of the Autism Spectrum Disorder Behaviour Checklist-Revised (ASDBC-R) were measured in a sample of 140 boys with Autism Spectrum Disorder (ASD) aged between 6 and 18 years. Internal consistency (Cronbach’s alpha) was satisfactory and the ASDBC-R significantly correlated with the Social Responsiveness Scale (SRS). Factor analysis of the ASDBC-R revealed a five-factor solution, which included all of the DSM-5 diagnostic criteria for ASD but with considerable overlap across criteria and factors. Agreement between ASDBC-R factors and SRS subscales was significant for three ASDBC-R factors but only marginal for the remaining two factors. Results indicated that the ASDBC-R could be used to develop targeted behavioural treatment plans for children with ASD across a range of settings, thus improving the development of individualised interventions for children with ASD.  相似文献   

Conflict in the Dyadic Play of 3-Year-Old Children     

Marion O'Brien  Carolyn Roy  Anne Jacobs  Mery Macaluso  Vicki Peyton 《Early education and development》1999,10(3):289-313

Episodes of conflict provide a rich source of information about children's development of interactive skills. In the present study, 184 3-year-old children were observed in dyadic play and the 287 conflicts that occurred during their play were transcribed and coded. In general, children's conflicts arose in the context of ongoing play and were brief, lasting less than 15 seconds. Most disputes concerned toy possession, and almost 80% were ended by the simple withdrawal of one or the other children from the conflict. When children responded with emotional intensity to conflict, their conflicts lasted longer and were more likely to be followed by continued negative interaction. Individual difference data were available for one member of each dyad observed in play. Children rated in infancy as having difficult temperaments were found to be more intense during conflict, to spend more time in conflict, and to score higher on an index of conflict resolution competence, whereas concurrent social behavior was not related to conflict variables. Girls scored higher than boys on competence at conflict resolution, and children with better language skills spent less time in conflict. The more time children spent in nonmaternal child care up to age 3, the less likely they were to initiate conflict.  相似文献