“Silly girls” and “nice young lads”: vilification and vindication in the perceptions of medico-legal practitioners in rape cases

In this article, we explore perceptions and presumptions in relation to rape, raped women, and rapists, among medico-legal professionals who perform forensic medical examinations in rape cases. We draw upon data from in-depth interviews conducted with forensic medical examiners and forensic nurse practitioners in one area of England. Findings reveal that many of these personnel hold particular views centered broadly on the vilification of victims and the vindication of perpetrators. We conclude that these perceptions and presumptions may hold concerning implications for both victim experiences and evidentiary and judicial outcomes. </jats:p

The relationship of classroom achievement goals, personal achievement goals, and frames of reference with academic self-concept.

Examines the relationship between undergraduates' perception of their classroom environment, their adoption of achievement goals, their use of frames of reference and academic self-efficacy and self-concept. The study also looked at proposed models by Skaalvik and Skaalvik (2002) and Elliot and Thrash (2001) in order to investigate whether frames of reference represent a unique influence on academic self-concept distinct from the influence of achievement goals. Results reveal that frames of reference do account for a sizable enough variance in self-efficacy to suggest that the standard a student uses to evaluate his academic performance contributes uniquely to his academic self-concept

Influence of Transformational Principal Practices on Developing a Teacher Leadership Pipeline

School principals are responsible for developing a leadership culture within their buildings (Bass, 1995; Bass & Riggio, 2006). This single-case, multi-site study explored the perceptions of principals and teacher leaders on the use of transformational practices to cultivate a teacher leadership pipeline. Transformational leadership theory framed the study to examine the influence on principals\u27 use of transformational practices to set the vision, inspire others through role model behaviors, guide the work of innovative teams and programs, and build capacity in others (Bass, 1995; Bass & Riggio, 2006). Sample selection of three high schools with five-star climate ratings provided the multiple locations for this single-case study. A total of nine participants included the principal and two teacher leaders from each of the selected sites within the same school district located in the Southeast. Data was gathered through interviews, observations of participant-led meetings, and a review of documents, and analyzed for thematic connections to the four pillars of transformational leadership theory: a) idealized influence, b) inspirational motivation, c) intellectual stimulation, and d) individualized consideration (Bass, 1995; Bass & Riggio, 2006). Findings from the study supported how principals utilized transformational leadership principal practices to foster a teacher leadership pipeline through shared vision setting, sustaining influential relationships, and shaping a leadership performance culture. Conclusions integrated recommendations for the evolution of the leadership pipeline, as follows: a) using the professional learning community model to share leadership power, b) incorporating perception surveys to monitor for a leadership culture, and c) rethinking human resource actions through the lens of teacher leaders. Implications and future suggestions for educational research centered on quantitatively exploring leadership practices, employee engagement, and teacher leadership development through the lens of the transformational leadership framework

The Impact of Cocurricular Experience on Leadership Development

This study investigated the impact of cocurricular activities on leadership development. College graduates recognized as community leaders were selected from three communities in Georgia, Kentucky, and Tennessee. Through survey and interview techniques, the leaders were asked to reflect on high school and college experiences that led to their development as leaders. The study included a focus on differences in experiences of male and female leaders. Developmental influences such as family, mentors, global experience, and the cocurricular activities engaged in during high school and college were explored. Title IX had no impact on increased opportunities for women in this group of participants, as only two female participants were in college in 1972. Results of the study include the importance of mentors, the strength of high school teachers and cocurricular activities, and the weak influence of college cocurricular activities. High school activities most frequently reported to have influenced leadership development include student government, group music experiences, athletics, and church youth groups. College activities with the most impact include resident hall living and internships. Gender differences in experiences include women\u27s lack of identified community mentors and the importance of a college internship experience for women. Opportunities for men\u27s participation in sports in high school and college as well as their descriptions of community mentors provided different learning experiences for men. Recommendations include a call to higher education to develop a more comprehensive and integrated approach to leadership education. Teaching mentoring skills to future K-12 education professionals as well as college faculty and administrators is recommended to higher education. Student Affairs preparation programs have a role to play in training future professionals how to plan meaningful leadership learning opportunities for students on campus and through distance education. Applying the best practices in experiential education will move college cocurricular activities to a higher level in achieving student learning outcomes. Accreditation bodies are also called to include such criteria in the evaluation of leadership education programs. The community leaders in this study offered leadership development advice to college students including becoming lifelong experiential learners, giving back to community, and preparing broadly for the future

A Group Achievement Test as a Predictor of Support Services Beyond the Classroom

The predictive value and relative accuracy of a student\u27s performance on a group achievement test, Metropolitan Achievement Test-Seventh Edition (MAT7), was contrasted with participation or nonparticipation in support services options beyond informal interventions implemented by classroom teachers. Results indicated that a student\u27s performance on the MAT7 significantly discriminated between the Participation and Nonparticipation Groups

Instructional Strategies Promoting Academic Success in Inclusive Settings at the Elementary School Level

The purpose of this study was to determine the instructional strategies that promote academic success in inclusive settings at the elementary school ·level. This study also attempted to investigate the most effective instructional strategies perceived by regular education teachers and special education teachers. Seventy-eight subjects from the elementary school level, including thirty- nine (n=39) regular education teachers and thirty-nine (n=39) special education teachers, participated in this study. A survey research design, with a self-developed questionnaire, was used to collect data. Approximately thirty-three percent (33.33%) of the questionnaires were returned. The data were analyzed through qualitative and quantitative statistics . The relationships between grade level of teaching and self-monitoring strategy (x.2=46 .50, df=24, \u27X.2cv=36.42, p\u3c. .05), grade level of teaching and team teaching ( X.2=45.78, df=30, x2cv=43.77, p\u3c. .05), and teaching experience and use of computers in instruction (\u27X:.2=97 .29, df=75, X2 cv=90 .53, p\u3c.05) were found to be significant. All other relationships between experiential variables and teaching strategies were not significant. A limitation of this study was the generalization due to a low response rate

Perceptions of Cosmetic Alteration in Different Sized Attractive Women.

Two experimental phases examined the characteristics impacting the physical attractiveness stereotype and a potential stereotype shift. From reading a description of a hypothetical target, Phase 1 of this study revealed that participants considered an overweight attractive woman significantly more likely to help a friend in need and significantly more likely to become a friend than an underweight attractive woman. These findings provide understanding of how particular stereotypes may provide social benefits. In Phase 2, knowledge of the woman\u27s plans for liposuction, which was disclosed in a second description of the target, dramatically lowered the participants\u27 evaluations of her physical attractiveness, willingness to help a friend in need, and likelihood as a potential friend. The women\u27s ratings of the target\u27s willingness to help a friend dropped significantly more than the men\u27s ratings. These results indicate that evaluations of physically attractive women may decline if they choose to unnaturally alter their appearance