Childhood Maltreatment and Early Developmental Vulnerabilities at Age 5 Years          下载免费PDF全文

Melissa J. Green  Stacy Tzoumakis  Brooke McIntyre  Maina Kariuki  Kristin R. Laurens  Kimberlie Dean  Marilyn Chilvers  Felicity Harris  Merran Butler  Sally A. Brinkman  Vaughan J. Carr 《Child development》2018,89(5):1599-1612

This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children (M_age = 5.62 years, SD = .37) drawn from the Australian state of New South Wales, using linked administrative data for the children and their parents (collected 2001–2009). Associations were estimated between (a) any maltreatment, (b) the number of maltreatment types, and (c) the timing of first reported maltreatment and vulnerability and risk status on multiple developmental domains (i.e., physical, social, emotional, cognitive, and communication). Pervasive associations were revealed between maltreatment and all developmental domains; children exposed to two or more maltreatment types, and with first maltreatment reported after 3 years of age, showed greater likelihood of vulnerability on multiple domains, relative to nonmaltreated children.  相似文献   

Standards setting and federal information policy: The Escrowed Encryption Standard (EES)     

Karen E. Gegner  Stacy B. Veeder   《Government Information Quarterly》1994,11(4)

The controversial Escrowed Encryption Standard, recently adopted as a Federal Information Processing Standard (FIPS), has polarized some stakeholders both within and outside government and has also raised disturbing questions about the role of Federal agencies in the standards-setting process. This article explores the relationship between standards and Federal information policy and examines the balance between national security and law enforcement concerns, on the one hand, and privacy rights and U.S. economic competitiveness, on the other.  相似文献   

Nostalgic for What? The Epidemic of Images of the mid 20th Century Classroom in American Media Culture and What it Means     

Stacy Otto 《Discourse: Studies in the Cultural Politics of Education》2005,26(4):459-475

Within this paper the author examines the current nostalgia for a never-present past through critical analysis of images of the mid 20th century American classroom in media culture. The author uses theories of nostalgia and the history of the photographic image to trouble the numerous equity issues surrounding the unchallenged canonization of the 1950s classroom by asking: "Who is reproducing this time in media culture and why?"; "Is the American public being asked to be nostalgic for these images, or is society somehow creating a desire for this narrow and inequitable educational past?" The author examines such nostalgia by looking at the primary role and power of vision in Western popular culture, the theoretical nature of historic preservation, the assumed innocence of the child and the similar innocence of the immediate post-World War II decade, and the role which modern technology plays in the reproduction of that decade. As an affect, nostalgia is fueled by those things that are wholly in the past-or that never were. The author looks to images of television programs and advertisements, reading them as cultural texts, and concludes that it is vitally important to the landscape of educational theory and reform to reconcile such nostalgia for another epoch in education with the pedagogical theory and practice of the present.  相似文献   

Intended Consequences: Challenging White Teachers’ Habitus and Its Influence in Urban Schools Implementing an Arts-Based Educational Reform     

Susan Woollen  Stacy Otto 《The Urban Review》2014,46(1):86-111

Reform efforts like the urban, arts-based initiative Project ARTS are designed to provide intentional, equitable methods of improving students’ learning, yet few urban educators have been sufficiently trained to recognize differences in habitus between themselves and their students. For equitable reform to occur teachers must understand their own habitus and the habitus-forming experiences of their students. In this paper, we analyze qualitative project data using Bourdieu’s theoretical concepts of cultural capital, field, habitus, symbolic violence and misrecognition to explore teachers’ and students’ experiences in order to determine the extent to which power and privilege begin to be challenged within participating schools. We explore the ways in which teacher habitus has shifted to recognize, include or become empathetic to student habitus as a result of Project ARTS curricula, co-teaching and professional development while also considering the possibility the program produces unintended consequences at odds with the project’s mission: reproducing the status quo by advancing the cultural capital of teachers rather than that of students. Finding markedly fewer teacher narratives confirming the social reproduction of inequitable power relationships than when the project began, we conclude by discussing the transformation of teacher habitus, student outcomes, and school climate after 5 years of Project ARTS participation, proposing implications for urban teachers and leaders, their communities, and policymakers intent upon implementing equitable educational reform and the social transformation reform intends.  相似文献   

The Role of Student Characteristics in Predicting Retention in Online Courses     

Justin D. Cochran  Stacy M. Campbell  Hope M. Baker  Elke M. Leeds 《Research in higher education》2014,55(1):27-48

Given the continued issue of student retention for online classes, past research has suggested several “retention strategies” focused on engaging students as a way to reduce their withdrawal rate from these classes. However, a recent study testing the effects of these strategies on retention in online undergraduate business courses (Leeds et al., Int J Manage Educ 7(1/2), 2013) did not show empirical support for the effectiveness of such strategies. Taking an alternative approach that focuses on individual characteristics of students, this study takes a broader view and examines previous research literature on traditional face-to-face classes to determine how individual characteristics of students may be associated with the likelihood of withdrawal from online classes. Using a sample of undergraduate students (n = 2,314) from a large state university, results from this study identified prior performance in college classes (cumulative GPA) and class standing (senior vs. non-senior) as significant student characteristics related to student retention in online classes for all students. Other factors significantly related to retention rates for students with certain characteristics or within certain majors include previous withdrawal from online courses, gender, and receipt of academic loans.  相似文献   

Factor Structure and Measurement Invariance of the Intragroup Conflict Scale: Validation in Athletic Trainer and Coach Populations     

Stacy L. Gnacinski  Mikaela K. Janes  Nathan D. Newman 《Measurement in physical education and exercise science》2013,17(3):205-213

ABSTRACT

The purposes of this study were to examine the factorial validity of the six-item Intragroup Conflict Scale (ICS) in athletic trainer (AT) and coach populations and to examine measurement invariance by gender and profession. A total of 195 ATs and 615 head or assistant coaches working at secondary schools or National Collegiate Athletic Association (NCAA) institutions completed the ICS. Data were analyzed using confirmatory factor analysis procedures in LISREL 10 (Student Edition). Results supported the reliability and validity of the two-factor ICS model among ATs and coaches. Strict measurement invariance was observed when comparing male to female AT responses. Strong measurement invariance was observed when comparing male to female coach responses, as well as AT to coach responses. These data not only support the reliability and validity of the ICS for use in AT and coach populations but also support direct comparisons of mean scores across gender or profession.  相似文献   

Ecofeminism and the Science Classroom: A Practical Approach     

Zell  Stacy K. 《Science & Education》1998,7(2):143-158

This paper examines a practical application of ecofeminism for classroom educators, particularly, science educators. Ecofeminism is often, but not exclusively, linked to projects aimed at assisting men, women and children in developing areas to organize and define development projects for their community. Mainstream applications of ecofeminism for science educators are frequently omitted from science education literature. This article gives the reader a basic understanding of ecofeminist theory as it applies to science education. Direct examples from classroom practices suggest five key points in the application of ecofeminism for classroom use.  相似文献   

Social Inclusion of Children with Persistent Challenging Behaviors     

McGuire  Stacy N.  Meadan  Hedda 《Early Childhood Education Journal》2022,50(1):61-69

Early Childhood Education Journal - Children in early childhood classrooms (i.e., preschool through early elementary) who engage in persistent challenging behaviors often show social-emotional...  相似文献   

Three recommended inclusive language guidelines for scholarly publishing: Words matter     

Sabrina J. Ashwell  Patricia K. Baskin  Stacy L. Christiansen  Sara A. DiBari  Annette Flanagin  Tracy Frey  Racquel Jemison  Mia Ricci 《Learned Publishing》2023,36(1):94-99

• Inclusive language will make scholarly publishing more accurate and more respectful, and it has the potential to help authors reach a wider audience.
• JAMA and the JAMA Network journals, the American Chemical Society and the Coalition for Diversity and Inclusion in Scholarly Communications have free guides on inclusive language, formatting and images.
• The guides provide principles and rationale, as well as examples of preferred language, in order to equip people with knowledge to choose the most inclusive words even as terminology preferences change.

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