Parenting and family support within a broad child abuse prevention strategy: Child maltreatment prevention can benefit from public health strategies     

《Child abuse & neglect》2016

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基于情境学习理论的ITLSS系统设计     

罗盛章  吴海忠 《宁波职业技术学院学报》2011,15(2)

通过对情境学习理论的分析,提出了一种信息技术学习支持系统的理论模型,从理论上分析和确定系统的框架结构,并对所应用的技术进行了介绍。  相似文献   

Activity theory: a framework for understanding multi-agency working and engaging service users in change     

Paul Michael Greenhouse 《Educational Psychology in Practice》2013,29(4):404-415

This article discusses the quality of professional relationships between educational psychologists (EPs) and other professionals who work around children, young people and their families as part of a multi-agency team (MAT). The perceived barriers to, and facilitators of, effective multi-agency working are explored in relation to their potential impact upon the process of engaging service users in change. The actions that take place within a MAT are analysed from the systemic perspective of sociocultural activity theory (AT), and supported by examples drawn from behaviour and education support teams (BESTs). The implications for professional practice are discussed.  相似文献   

基于SVR的船舶航行安全评估模型     

常婧  柳晓鸣  李梦蕊 《上海海事大学学报》2020,41(2):21-26

为对船舶航行安全状况进行有效预测,利用支持向量回归(support vector regression, SVR)算法构建船舶航行安全评估模型。在分析影响船舶航行安全的因素的基础上,对船舶历史数据进行预处理后将其作为模型训练和测试的样本数据。实验结果表明:该模型评估准确度可达99.6%以上;在同一样本数据条件下,模型的评估准确度和稳定性均优于基于极限学习机(extreme learning machine,ELM)构建的模型。模型的评估结果为水上交通管理部门的监管提供参考。  相似文献   

Impact of interviewers’ supportive comments and children's reluctance to cooperate during sexual abuse disclosure     

《Child abuse & neglect》2015

In the field of child sexual abuse (CSA) disclosure, many studies have been conducted on the impact of interviewers’ questioning style, but few have examined the impact of interviewers’ supportive comments on children's cooperative and reluctant disclosure of substantive details. This field study used a sample of children ranging from 4 to 13 years of age who have all disclosed CSA. The first objective was to examine if the interviewer's and the child's comments during CSA interviews would vary as a function of the use of the National Institute of Child Health and Human Development (NICHD) Protocol. The second objective was to identify the strongest correlates of the proportion of details disclosed by the children during forensic interviews. A total of 90 matched NICHD Protocol and non-Protocol interviews done by the same interviewers were audio-taped, transcribed, and coded using verbal subscales. The goal was to explore if differences exist between the interviewers’ supportive and non-supportive comments as well as children's cooperative and reluctant statements during investigative interviews conducted prior to or after the NICHD Protocol training. Results of a MANCOVA showed that the use of the NICHD Protocol had no influence on interviewers’ and children's demeanors. A hierarchical multiple regression analysis controlling for relevant variables (e.g., child's age and NICHD Protocol) showed that children's reluctance and interviewers’ non-support were associated with a lesser proportion of details. Overall, these results indicate that in order to promote detailed disclosure of CSA, interviewers should decrease their non-supportive comments and learn to deal more effectively with children's reluctance during forensic interviews. As such, protocols and training should encourage investigative interviewers to devote more time identifying early signs of children's verbal reluctance and to understand the negative impact of non-supportive comments on the disclosure of substantive details.  相似文献   

‘I don't know what it is to be able to read’: how students with dyslexia experience their reading impairment     

Eva Wennås Brante 《Support for Learning》2013,28(2):79-86

Better understanding of the diverse reading abilities of people with dyslexia is necessary for the design of more effective learning situations, which are vital both to students with dyslexia and to their teachers. Seven individuals with dyslexia currently or formerly in higher education were interviewed about their reading experiences to learn how they themselves understand and describe their reading. The interviews are treated as individual profiles. Although the respondents were adult experienced readers, aware of their impairments, none could identify any strategy for overcoming dyslexia other than investing much time in homework and study. Each profile is unique, yet they share some characteristics, including strong parental support and a refusal to accept the label of ‘stupid’. Teachers need to recognise the diverse effects of dyslexia in order to improve the chances of dyslexic students – especially those who cannot rely upon strong parental support – of continuing to higher education.  相似文献   

Developing special needs provision in an international school     

Patricia L. Jonietz 《欧洲特需教育杂志》2013,28(3):209-218

Abstract

Although all multicultural, multilingual, and multinational students in international schools can have special needs, the International School of Brussels wanted to increase support for particular ‘at risk’ students. This population seemed to include: students who passed standardized English as a Foreign Language tests but were not literate enough for regular classes, students with learning problems not identified in previous language or culture, and students who experienced temporary learning disabilities because of a discrepancy between what they brought to the school programme and what the school programme asked of them. The existing secondary school options included English as a Foreign Language and English as a Second Language (EFL/ESL) to prepare students for entry into regular classes, and also small group or individualized instruction to support students with special needs in regular classes. Adapting Curriculum‐Based Assessment (CBA) in an international school caused staff to review: curriculum offerings, examinations and activities, enabling objectives and minimum competency skills, and multinational approaches to special needs. The CBA philosophy supported an emphasis on local needs and the development of a school‐appropriate standard of performance for students despite culture, language, or nationality.  相似文献   

The professional development needs of learning support coordinators in Singapore primary schools May Ling Quah and Kevin Jones     

May Ling Quah  Kevin Jones 《欧洲特需教育杂志》2013,28(2):181-190

ABSTRACT

‘Support for learning’ can be conceptualized in many different ways. This paper examines the role of the learning support coordinator in relation to the breadth of factors which cause pupils to experience learning difficulties in primary classrooms. It is against this background that the professional development needs of learning support coordinators is considered. The paper focuses, in particular, upon the needs of learning support teachers who work in primary schools in Singapore. The shortcomings of traditional inservice courses which focus upon curriculum development and pedagogy are discussed in relation to the wide ranging roles which learning support coordinators are expected to fulfil. The assumption that pupil achievement can be enhanced when teachers are ‘trained’ to employ certain teaching methods is questioned and the relevance of an ecological or interpretive model of staff development is discussed. Finally, the particular professional development needs of learning support coordinators in Singapore are considered.  相似文献   

Early intervention in Portugal: family support and benefits     

Carina Sofia Correia Leite  Ana Paula Da Silva Pereira 《Support for Learning》2013,28(4):146-153

This study investigated the support and benefits of early intervention (EI) in families with children with special needs. Data were gathered through a written questionnaire, ‘Family Benefits Inventory’, completed by 126 families with children with special needs supported by EI teams, with ages from six months to six years in Portugal. The global results obtained in this study allowed us to conclude that families considered that they obtained benefit from EI and received support most of the time in the different dimensions of the questionnaire. Furthermore, support given by an EI professional had a positive influence on families' perceptions regarding the benefits of EI.  相似文献   

转型期下岗职工经济支持理性化模式初探     

胡仕勇  吴中宇 《华中科技大学学报(社会科学版)》2000,14(2):51-55

从保障下岗职工基本生活和减轻国有企业负担，为国有企业发展创造宽松的环境出发，建立一个能解决上述问题的由个人自身支持和社会支持多层面的混合经济支持理性化模式。对模式建立的价值理念和功能及其内在逻辑和特点进行分析，可以反映下岗职工作为社会经济网络的一个结点，而相应产生的纵横交错的利益关系，及其网络中传输的主要资源下岗职工的影响。  相似文献