Charles Dickens’s David Copperfield abounds with fatherless and motherless children, whose development into adolescence and adulthood is strongly affected by the parenting skills of the remaining parent. This essay studies different parenting and educational practices in the novel to see their impact on the behaviour and personality of the children. In Victorian England, two opposing views of childhood flourished: the Puritan one believing in childhood depravity, and the Romantic view based on childhood innocence. In addition, there were gender differences in upbringing stemming from the middle-class cult of domesticity as well as differences based on class distinctions. While Dickens seems to accept moral firmness, the Victorian ideal of manhood and womanhood, as the main goal of upbringing, he appears to disagree with Victorian child management practices. This essay shows the deficiencies and negative outcomes of the parenting styles based on the two opposing moral views, depicted in Mr. Murdstone’s Puritan discipline and Mrs. Steerforth’s parenting, which reflects the Romantic view of the child.  On the basis of the negative consequences of these two extremes, Dickens stresses the importance of a sound view of the child exemplified by Aunt Betsey’s loving discipline accompanied by guidance and responsibility, as well as by the educational practices in Doctor Strong’s school. Furthermore, this Victorian Bildungsroman emphasises the importance of a confidential loving relationship between the guardian and the child as well as proper education and social conditioning.

This study described and explored perceptions of the context and behaviors of seven 4-year-old children whose parents attended a parenting education program. The problem was to explore a group of 9 volunteer parents' perceptions of their parenting styles and perceptions of their 4-year-old children at home while the parents participated in, and completed, a minimum of 4 out of 6 Active Parenting Today parenting education classes. Volunteer parents were recruited during public school registration for prekindergarten. In addition, perceptions of 4 teachers and 4 classroom educational aides in regard to behaviors of the 4-year-old children whose parents participated in and completed the Active Parenting Today program were explored.

The risk factors associated with intergenerational transmission of poverty have been well established within Family Science literature for decades. Multiple efforts have been extended at the community level to meet needs, however, few have been successful in breaking the cycle of poverty within families. In 2007, local civic leaders spent two years studying and comparing the efforts of surrounding service organizations and their impact on the multigenerational cycle of poverty in a metropolitan city in South Georgia. In 2011, findings lead to the creation of a unique family life education program that engaged families residing in inner-city neighborhoods to help family members with parenting skills. The design of the program focuses on helping families create safe, language-rich, interactive family environments for their children. The intention of this program is to enable family members to effectively serve as their children’s first teachers and prepare their preschool children for entry into kindergarten, however this program has also begun to impacted the community through the creation of leadership tracks for attendees who have shifted from learner to leader. With each year, participants lead the way to adding program elements, such as transportation, baby showers, and vision screening, to reach the needs of the community members and increase enrollment. This presentation will highlight the family-centric education model and data summary to date. Trust- and rapport-building along with empowering families and ultimately impacting the whole community will be emphasized as agents of change. This presentation will also include an overview of the history of this program and will discuss its unique attributes that has brought together people from across the community. The guiding principles of trust and respect among participants are central to all discussions, which has been found to be critical for the success of a program (Wiley & Ebata, 2004; Ballard & Taylor, 2012). This presentation will provide direction on how to empower participants by strengthening their voice in the program planning process. Insight into how this program can be replicated in areas across the United States will be discussed. In Fall 2017, an analysis and summary of previously collected data began and additional methodologies were added to better understand the quantifiable impact of the program thus far. Preliminary data analyses on participation revealed that from August 2013 to Summer 2017, which included more than 50 Saturday trainings, totaled 2,890 attendees. Each Saturday training averaged 60 learners with this increasing across time. The data collected in Fall 2017 provided more in-depth demographic information as well as more consistent pre-post evaluations of each training session. Data will be discussed to provide interesting insights into participant learning and the unique population being served. Data from the pilot through Fall 2017 will be presented confirming that through targeted outreach and resources, communities can be empowered.

The study reviewed the provision of childbirth and parenting education in the ACT for indicators of effectiveness and needs. Users (n = 207) and providers (n = 7) were surveyed for information on educational and administrative aspects of the service. An original design questionnaire was based on the PRECEDE framework (predisposing, reinforcing and enabling factors in educational diagnosis and evaluation) and the social model of health. Items were drawn from the relevant literature, concerning individual, social and service delivery elements of the health fields concept interpreted for pregnancy, childbirth and parenting. Individual factors were related to Maslow's hierarchy and the valuing approach to health education. The provider survey covered information on organisational elements, comprising inputs, processes, products, outputs and outcomes of childbirth education. The study comprised a literature review, cross-sectional non-experimental surveys of users and providers, and a needs assessment combining information from each of the three sources. Descriptive statistical techniques, analysis of variance and valuing analysis were used to extract information on effectiveness indicators and needs from the user data. Comparisons were made between present and past users, and between women of different ages, experience of pregnancy and preferences for public or private methods of education for childbirth. No evidence was found of individual differences in the women's attitudes, beliefs and values that could be attributed to education. However, users expressed strong approval and positive views of the service and its providers. The level of personal health skills, confidence and emotional preparatiqn they achieved through childbirth and parenting education did not fully meet their expectations. The survey also found that the organisation of childbirth and parenting education has not developed professionally like other health services. Service goals and objectives are ill-defined; planning and coordinating are inadequate for an integrated maternal health care system. The service's main resources are its highly motivated and dedicated teachers and clients. Several recommendations are made for educational and administrative measures to enhance service effectiveness within present organisational constraints, based on the needs identified by the study.

The purpose of this study was to determine if there are differences in birth weight of infants, tobacco use during pregnancy, and Apgar scores of infants between pregnant adolescents who successfully complete a healthy pregnancy curriculum and those who do not and to further examine the adolescent mothers' perceptions of the major concepts included in a healthy pregnancy curriculum. The study involved the collection and analysis of retrospective data to determine differences in birth weight of infants, tobacco use during pregnancy, and Apgar scores of infants. Additionally, a questionnaire, focus group discussions, and follow-up interviews were conducted with former students of the healthy pregnancy curriculum to examine the adolescent mothers' perceptions of the major concepts in the healthy pregnancy curriculum. The participants answered questions regarding how important they thought each major concept is for inclusion in the healthy pregnancy curriculum, how much they learned about each major concept, and how helpful that information was in their own experiences. Analyses of the data did not show statistical differences between adolescents who successfully completed a healthy pregnancy curriculum and those who did not complete a healthy pregnancy curriculum regarding differences in birth weight of infants, tobacco use during pregnancy, and Apgar scores of infants. These findings of non-significance may be due to the small number of participants (n=50), non-participants (n=149), and the limited duration of the study data (1999 to 2003). A larger population over a longer period of time might yield different results. The findings from the qualitative data provided by the seven former students suggest that pregnant adolescents who successfully complete the class perceive the components of the healthy pregnancy curriculum as valuable and important. Topics that were indicated as particularly important were The Birth Process, Nutrition, Decision Making, and Family Planning. Participants further indicated changes in their attitudes for all ten topics and changes in behaviors in the areas of Human Reproduction, Nutrition, Health-Care Practices, Environmental Effects on the Unborn Baby, and Decision Making.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Judy Hughey / Assessment of parenting stress and child acting-out behavior was measured via pretest and posttest over the length of a seven-session parenting program, the Becoming a Love and Logic Parent program (BLLP). All participants (n=86) were randomly placed in either a seven-session BLLP program group (n=56) or placed on a waitlist (n=30) and offered the BLLP program following the completion of the posttest. The BLLP program is a widely used parenting program with limited data available as to the effectiveness of the program. The data that are available utilizes the Becoming a Love and Logic Parent Before and After Questionnaire. A measurement tool designed specifically to measure the BLLP program. This study utilized two measurement tools widely used to evaluate parenting programs, the Parenting Stress Index/Short Form (PSI/SF) and the Eyberg Child Behavior Inventory (ECBI), in hopes of providing data that can be compared to other parenting programs. Levels of parenting stress were measured with a widely used index, the PSI/SF. The PSI/SF provides a Total Stress (TS) score and scores from three scales measuring different aspects of parenting stress: Parental Distress (PD), Parent-Child Dysfunctional Interaction (P-CDI), and Difficult Child (DC). Child acting-out behavior was measured with the ECBI. The ECBI measures disruptive child behavior using two scales: Intensity scale and a Problem scale. The intensity scale provides information regarding the frequency of certain acting-out behaviors, and the problem scale provides information as to whether or not parents view that particular behavior as problematic. All participants were parents or caregivers of elementary school students from a large suburban school district near Kansas City, Missouri. The group was homogenous in nature and had higher income and education levels than the average for the district and state, making it difficult to generalize finding from the study. Due to time and space limitations and attrition, the sample size of the study was small (n=86), which likely contributed to the outcome of the study. The six hypotheses were not supported in this study. Though a decrease in parenting stress occurred for both treatment group and control group participants, there was not a statistically significant difference between the two groups on any of the PSI/SF scales. Child acting-out behavior also decreased for both the treatment group and the control group; however, there was not a statistically significant difference between the two groups. Further study on the effectiveness of the BLLP program is recommended.

La recherche se situe dans le champ de l’éducation pour la santé en périnatalité. Les sages-femmes en sont les acteurs privilégiés, notamment de la préparation à la naissance et à la parentalité (PNP) en période prénatale. Leur formation initiale se fait en alternance entre enseignements théoriques et stages. Elles assurent donc parfois une double mission : éducative auprès des femmes enceintes et formative auprès du stagiaire. Faisant l’hypothèse que les ancrages théoriques des pratiques éducatives et formatives des sages-femmes sont identiques, l’objectif de recherche est d’identifier ces ancrages en situation de PNP et d’encadrement d’un étudiant. La méthode de l’auto-confrontation simple et l’entretien de compréhension ont été utilisés. 14 sages-femmes volontaires ont participé à l’étude. Les données ont été traitées selon la méthode de l’analyse du contenu à partir d’une modélisation combinant des modèles d’éducation, d’apprentissage et de santé. Les principaux résultats valident l’hypothèse, avec cependant quelques exceptions. Les pratiques de transmission des recommandations et savoirs médicaux ou d’activité corporelle s’inscrivent majoritairement dans les combinatoires à la croisée des modèles béhavioristes, de l’éducation centrée sur l’instruction et de la santé biomédicale. Les modèles du développement du sujet ou de la santé biopsychosociale sont ponctuellement présents, alternant avec ceux qui sont prédominants. Les combinatoires basées sur le constructivisme et le modèle de santé du sujet autonome n’apparaissent qu’exceptionnellement. Les mêmes tendances sont retrouvées pour les modélisations éducation/apprentissage sous-jacentes aux pratiques formatives. / Our research lies in the field of perinatal health education in which midwives are key players, most notably for their roles in Childbirth and Parenting Education (CPE) during the prenatal period. Their initial training combines theoretical and vocational training immersion. They therefore are charged with fulfilling a dual mission: an educational one with pregnant women and a formative one with students. Based on the assumption that theoretical backgrounds of health education and of midwives’ training practices are identical, our objective is to identify and examine these models during the CPE and during the supervision of students. We resorted to the method of self-confrontation and to the method of the interview of understanding. To do so, we interviewed 14 volunteer midwives, who agreed to participate in the study, about their general skills. The data was collected and processed using the content analysis methodology based on a framework combining education, learning and health models.With a few exceptions, the main results largely validate our hypothesis: the practices of the transmission of medical knowledge and recommendations, as well as of physical activity, lie at the crossroads of the behaviorist models, of the education-centered instruction and of the biomedical health model. Models such as the development of the subject model and the bio psychosocial health model have been highlighted, along with other prevailing models. The combinatorial theories built upon constructivism and the health model of the autonomous subject have also been exposed, albeit very rarely. The same trends appear in the modeling of education/learning underlying training practices.

No description available.

本研究旨在瞭解幼兒家長對 M-learning 的使用意願和影響其使用意願的主要 因素，同時了解不同背景之幼兒家長對於M-learning 使用意願的差異以及不對於M-learning 使用意願影響因素的調節效應；藉由以上的探究，瞭解幼兒家長在當今時代全新的學習方式之下對於幼兒教養和親職教育的需求，為未來的Mlearning內容提供者與設施設備開發提供參考。 本研究根據幼兒家長的特點和 M-learning 的特性，以科技接受模式、計畫行 為理論、動機模型、整合性科技接受與使用理論為理論依據，延伸出知覺有用性、 知覺易用性、知覺趣味性和知覺行為控制四個因素作為自變項；以性別、年齡、 社經地位三個因素為背景變項，以使用意願為依變項發展出本研究之研究架構。 本研究採用立意取樣問卷調查法，以大連市某3 間幼兒園所之幼兒家長為研 究對象，共回收469 份問卷，剔除無效問卷36 份，共回收433 份有效問卷，有 效回收率為92.3%；調查所得資料以描述統計、線性回歸分析、單因子變異數分 析等統計方法進行分析。本研究獲得之結論如下： 一. 在功能與特性上，微信公眾號與Facebook 的粉絲專頁相似，微信朋友圈與 Line 的動態消息相似； 二. 知覺有用性、知覺易用性、知覺趣味性以及知覺行為控制均對幼兒家長使用 M-learning 意願有顯著正向影響； 三. 不同背景變項 (性別、年齡、社經地位)的幼兒家長對於M-learning 知覺有用性、知覺易用性、知覺趣味性以及知覺行為控制與M-learning 使用意願關係間存在不同的調節效應； 四. 知覺有用性、知覺易用性、知覺趣味性以及知覺行為控制在不同性別、年齡、社經地位之幼兒家長群體中M-learning 使用意願的預測力不同； 五. 性別和年齡對幼兒家長使用M-learning 的意願無顯著影響，社經地位對幼兒家長使用M-learning 的意願有顯著影響。