Success stories: aspirational myth in the education of adults     

R. ST CLAIR 《International Journal of Lifelong Education》2013,32(1):81-94

Understanding the influences upon curriculum formation is an ongoing challenge for adult educators. This discussion describes one approach to curriculum analysis—the aspirational myth—based on the notion that instructors and learners co‐construct an idealized identity representing the end point of learning. The aspirational myth is described with reference to an empirical case study of a training programme, and implications for teaching and research discussed.  相似文献   

Re: It is a mistake to conclude that sexual abuse and sexualized behavior are not related: a reply to Drach, Wientzen, and Ricci (2001)     

Friedrich WN  Gully KJ  Trane ST 《Child abuse & neglect》2005,29(4):297-302; author reply 303-6

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Sexual behavior in children across multiple settings     

Friedrich WN  Trane ST 《Child abuse & neglect》2002,26(3):243-245

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