Are you now or have you ever been? Opening the records of the McCarthy investigations     

Donald A. Ritchie Author Vitae 《Journal of Government Information》2004,30(4):463-469

  相似文献   

Recognition of facial emotions among maltreated children with high rates of post-traumatic stress disorder     

Masten CL  Guyer AE  Hodgdon HB  McClure EB  Charney DS  Ernst M  Kaufman J  Pine DS  Monk CS 《Child abuse & neglect》2008,32(1):139-153

OBJECTIVE: The purpose of this study is to examine processing of facial emotions in a sample of maltreated children showing high rates of post-traumatic stress disorder (PTSD). Maltreatment during childhood has been associated independently with both atypical processing of emotion and the development of PTSD. However, research has provided little evidence indicating how high rates of PTSD might relate to maltreated children's processing of emotions. METHOD: Participants' reaction time and labeling of emotions were measured using a morphed facial emotion identification task. Participants included a diverse sample of maltreated children with and without PTSD and controls ranging in age from 8 to 15 years. Maltreated children had been removed from their homes and placed in state custody following experiences of maltreatment. Diagnoses of PTSD and other disorders were determined through combination of parent, child, and teacher reports. RESULTS: Maltreated children displayed faster reaction times than controls when labeling emotional facial expressions, and this result was most pronounced for fearful faces. Relative to children who were not maltreated, maltreated children both with and without PTSD showed enhanced response times when identifying fearful faces. There was no group difference in labeling of emotions when identifying different facial emotions. CONCLUSIONS: Maltreated children show heightened ability to identify fearful faces, evidenced by faster reaction times relative to controls. This association between maltreatment and atypical processing of emotion is independent of PTSD diagnosis.  相似文献   

Increasing the impact of a Master’s programme on teacher leadership and school development by means of boundary crossing     

Marco Snoek  Mascha Enthoven  Joseph Kessels  Monique Volman 《International Journal of Leadership in Education》2017,20(1):26-56

In this case study, we investigate how the development and impact of teacher leadership through a Master’s programme can be supported by a design that encourages boundary crossing activities between schools and universities. The case study focuses on 42 experienced teachers from three vocational colleges who were promoted to senior teacher positions and participated in a Master’s programme. Through individual and focus group interviews, data were collected on how boundary crossing activities can connect professional development and school development, and on favourable conditions for effective boundary crossing. The study shows that strategic alignment and shared ownership between university and school, a collective approach with multiple participants from one school, and the use of boundary objects, created the conditions through which the Master’s programme could serve as a catalyst, stimulating innovation of work practices and development of new leadership practices. The leadership of the senior teachers initiated a development process that shifted from formally mandated forms of leadership to more culturally embedded forms of leadership. This case study leads to a new understanding of design criteria for Master’s programmes and boundary objects that can support the process of developing teacher leadership within schools by facilitating boundary crossing between university and school.  相似文献   

Games for boys: a qualitative study of experiences with commercial off the shelf gaming     

Jason A. Engerman  Monique MacAllan  Alison A. Carr-Chellman 《Educational technology research and development : ETR & D》2018,66(2):313-339

Boys are less likely to receive praise and recognition for good schoolwork, to consider school important, and have fewer opportunities to do the things that they do best (Lopez and Calderon in How America’s boys become psychological dropouts. The gallup blog, 2013). Traditional school cultures have come in conflict with the normal and natural ways that boys behave. As a result, boys have had alienating experiences and high levels of disengagement and lowered academic success in school due to rejection of boy culture, which includes aggressive play, competition, and violent fantasy. The purpose of this study was to explore ways in which we can re-engage boys and enhance their learning opportunities in traditional classroom settings. Boys are drawn to video games, which offer a unique environment where they can engage in learning activities. By taking seriously the indigenous knowledge of this portion of boy culture, we may identify ways in which their expertise can become useful towards common learning goals (Carr-Chellman 2007; Carr-Chellman and Savoy 2004). The current analysis represents the first of a multiphase study that uses an interpretive lens within a CHAT framework to identify relevant learning in Commercial of the Shelf (COTS) games. This phenomenological design identifies learning accounts that map to the United States Common Core State Standards. Our findings suggest that engaged learning can occur for these boys as a result of playing games. COTS games engage boys in normal and natural ways, and consequently can be relevant learning tools that educators, researchers and instructional designers might employ toward traditional learning objectives.  相似文献   

Factors affecting journal submission numbers: Impact factor and peer review reputation     

Thomas E. Gaston  Francesca Ounsworth  Tessa Senders  Sarah Ritchie  Emma Jones 《Learned Publishing》2020,33(2):154-162

Previous research has found that researchers rank journal reputation and impact factor (IF) amongst the key selection criteria when choosing where to submit. We explored the actual effect upon submission numbers of several possible factors. We retrieved 10 years of submission data from over a thousand journals, as well as data on IF, retractions, and other factors. We performed statistical analysis and identified correlations. We also undertook case study research on the 55 most significant submission decreases. We found a statistically significant correlation between changes in IF, ISI percentage ranking, and changes in submissions numbers in subsequent years. We also found a statistically significant effect on submission numbers in the year following the publication of a retraction. Our case studies identified other factors, including negative feedback on the peer review process. Our findings regarding IF confirm previous indications about the significance of IF on submissions. We explain the correlation with retractions through the concept of ‘peer review reputation’. These results indicate that editors and publishers need to focus on a journal's peer review practices, as well as a journal's IF, if they are to maintain and grow submissions.  相似文献   

Do Children's Advocacy Centers improve families' experiences of child sexual abuse investigations?     

Jones LM  Cross TP  Walsh WA  Simone M 《Child abuse & neglect》2007,31(10):1069-1085

OBJECTIVE: The Children's Advocacy Center (CAC) model of child abuse investigation is designed to be more child and family-friendly than traditional methods, but there have been no rigorous studies of their effect on children's and caregivers' experience. Data collected as part of the Multi-Site Evaluation of Children's Advocacy Centers were used to examine whether CACs improve caregivers' and children's satisfaction with investigations. METHODS: Nonoffending caregiver and child satisfaction were assessed during research interviews, including the administration of a 14-item Investigation Satisfaction Scale (ISS) for caregivers. Two hundred and twenty-nine sexual abuse cases investigated through a CAC were compared to 55 cases investigated in communities with no CAC. RESULTS: Hierarchical linear regression results indicated that caregivers in CAC cases were more satisfied with the investigation than those from comparison sites, even after controlling for a number of relevant variables. There were few differences between CAC and comparison samples on children's satisfaction. Children described moderate to high satisfaction with the investigation, while a minority expressed concerns about their experience. CONCLUSIONS: The CAC model shows promise for improving families' experiences, but to build upon this promise, agencies will need to systematize procedures for refining and adapting the model as new research becomes available.  相似文献   

Child forensic interviewing in Children's Advocacy Centers: empirical data on a practice model     

Cross TP  Jones LM  Walsh WA  Simone M  Kolko D 《Child abuse & neglect》2007,31(10):1031-1052

OBJECTIVE: Children's Advocacy Centers (CACs) aim to improve child forensic interviewing following allegations of child abuse by coordinating multiple investigations, providing child-friendly interviewing locations, and limiting redundant interviewing. This analysis presents one of the first rigorous evaluations of CACs' implementation of these methods. METHODS: This analysis is part of a quasi-experimental study, the Multi-Site Evaluation of Children's Advocacy Centers, which evaluated four CACs relative to within-state non-CAC comparison communities. Case abstractors collected data on investigation methods in 1,069 child sexual abuse cases with forensic interviews by reviewing case records from multiple agencies. RESULTS: CAC cases were more likely than comparison cases to feature police involvement in CPS cases (41% vs. 15%), multidisciplinary team (MDT) interviews (28% vs. 6%), case reviews (56% vs. 7%), joint police/child protective services (CPS) investigations (81% vs. 52%) and video/audiotaping of interviews (52% vs. 17%, all these comparisons p<.001). CACs varied in which coordination methods they used, and some comparison communities also used certain coordination methods more than the CAC with which they were paired. Eighty-five percent of CAC interviews took place in child-friendly CAC facilities, while notable proportions of comparison interviews took place at CPS offices (22%), police facilities (18%), home (16%), or school (19%). Ninety-five percent of children had no more than two forensic interviews, and CAC and comparison differences on number of interviews were mostly non-significant. CONCLUSIONS: Relative to the comparison communities, these CACs appear to have increased coordination on investigations and child forensic interviewing. The CAC setting was the location for the vast majority of CAC child interviews, while comparison communities often used settings that many consider undesirable. CACs showed no advantage on reducing the number of forensic interviews, which was consistently small across the sample.  相似文献   

Experientially learning how to communicate science effectively: A case study on decoding science     

Monique L. R. Luisi  Shelly Rodgers  Jack C. Schultz 《科学教学研究杂志》2019,56(8):1135-1152

The need for science communication programs is matched with the need for program evaluation. This case study is an evaluation of the “Decoding Science” program (DSP) [Rodgers et al. (2018). Science Communication, 40(1), 3–32], a science communication training program, and examines key experiential-learning themes [Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall]. Specifically, we discuss the program's emphasis on learning that science communication is a process that (a) is continual, (b) involves conflict resolution, (c) requires adaptation to the world, (d) requires environmental interaction, and leads to (e) knowledge creation. Additionally, we discuss our analysis of student feedback. Results suggest that the DSP successfully utilizes experiential learning to facilitate the learning of science communication techniques and that future evaluations can lead to the development and improvement of science communication training programs.  相似文献   

Multiple criteria from a parent's perspective or we all want the best for our children     

Edward Smith  Monique Smith 《Roeper Review》2013,35(2):A6-A8

  相似文献   

In praise of idiosyncratic study     

T. J. Ritchie 《Interchange》1982,13(4):31-38

  相似文献