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Kerryann Walsh Donna Berthelsen Jan M. Nicholson Leisa Brandon Judyann Stevens Jerome N. Rachele 《牛津教育评论》2013,39(5):649-680
The past four decades have seen increasing public and professional awareness of child sexual abuse. Congruent with public health approaches to prevention, efforts to eliminate child sexual abuse have inspired the emergence of prevention initiatives which can be provided to all children as part of their standard school curriculum. However, relatively little is known about the scope and nature of child sexual abuse prevention efforts in government school systems internationally. This paper assesses and compares the policies and curriculum initiatives in primary (elementary) schools across state and territory Departments of Education in Australia. Using publicly available electronic data, a deductive qualitative content analysis of policy and curriculum documents was undertaken to examine the characteristics of child sexual abuse prevention education in these school systems. It was found that the system-level provision occurs unevenly across state and territory jurisdictions. This results in the potential for substantial inequity in Australian children’s access to learning opportunities in child abuse prevention education as a part of their standard school curriculum. In this research, we have developed a strategy for generating a set of theoretically-sound empirical criteria that may be more extensively applied in comparative research about prevention initiatives internationally. 相似文献
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Margherita Orsolini Rachele Fanari Sara Cerracchio Luisa Famiglietti 《Reading and writing》2009,22(8):933-954
In this study we explore the development of phonological and lexical reading in dyslexic children. We tested a group of 14
Italian children who have been diagnosed with dyslexia and whose reading age is end of grade 1. We compared this group with
a group of 70 typically developing children who have been tested for reading at the end of grade 1. For each dyslexic child
we also selected a participant who was attending the same grade, was close in age, and showed typical reading development
when tested with a narrative passage reading task (Cornoldi, Colpo, & Gruppo MT, 1981) for correctness and reading speed. Children in this group are “same grade controls.” We used a reading task consisting of
40 three syllables words. A qualitative and quantitative method of coding children’s naming allowed us to distinguish several
components of their reading performance: the grapheme and word recognition, the size of orthographic units involved in the
aloud orthography–phonology conversion, the reading process used to recognize words. The comparison of the dyslexic group
with the reading age and the same grade control groups reveals different trends of delayed reading processes. Considering
dyslexic children’s chronological age, lexical reading is greatly delayed. Considering dyslexic children’s reading age, the
type of reading process that is more deeply delayed is phonological reading. The rate of fragmented phonological reading (i.e.,
a type of syllabized phonological reading) is much higher in dyslexic children compared to the reading age group, suggesting
that some factors undermine the possibility of internalizing the orthography–phonology conversion and the blending processes. 相似文献
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The purpose of this research was to explore some of the most prevalent methods for conducting Levels 4 and 5 of technical training evaluation among large organizations with a preponderance of technical talent. The researchers collected data through a survey and conducted interviews with select study participants. The sample size for the study (n = 26) comprised predominantly large, global organizations in technical industries. While a larger percentage of organizations have been found than in previous research to conduct Level 4 evaluations, few conduct Level 5 evaluations for their technical training, and most of the participant organizations struggle with advanced analytical techniques for technical training evaluation. The article summarizes some of the most prevalent training evaluation models reported in the literature since 2000, and provides useful examples from study participants of how they evaluated their technical training at Levels 3 and 4, along with their advice to fellow technical training and performance improvement professionals. Although the study was exploratory in nature and utilized a small sample size, the study is only the second study since 2000 to specifically explore the evaluation practices of large organizations with a focus on technical training as opposed to general training. 相似文献
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Yeonsoo Kim Rachele Williams William J. Rothwell Paul Penaloza 《Performance Improvement Quarterly》2014,26(4):93-121
One critical challenge for organizations today is building and sustaining a strong talent pipeline through effective management of human assets. Talent management focuses on developing talent that is strategically important for an organization's future. Research in talent management typically focuses on managerial or leadership talents, yet there are other important career tracks within an organization. Although preparing employees for promotion into management remains critically important, technical expertise such as engineering is often the key competitive advantage in the global knowledge economy. Research has repeatedly emphasized that technical workers look for different things. But most of the studies concerning technical talent management focus on the management of technical professionals and experts in isolation. This study was undertaken to address unique problems in attracting, developing, retaining, and transferring the knowledge of engineers, whose abilities are critical in a knowledge or innovation economy. Through in‐depth interviews with selected best practice companies on how they operate their technical talent management system and programs, the study examined shared characteristics of selected organizations with programs geared to engineers. The results are summarized in a systematic model that describes common elements of effective technical talent management programs. 相似文献
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