The repeal of Section 28: it ain't over 'til it's over     

Katy Greenland  Rosalind Nunney 《Pastoral Care in Education》2013,31(4):243-251

Section 28 (part of the Local Government Act of 1988) was a notorious piece of legislation that sought to prevent local education authorities in the UK from ‘promoting homosexuality’. The effect of Section 28 was to create uncertainty and fear among teachers as to what was (and what was not) permitted in schools. Over time practitioners and policy‐makers have become increasingly concerned about the failure to address the range of sexualities [i.e. lesbian, gay, bisexual and transgendered (LGBT)] that children bring to the classroom. While the Section was repealed in Scotland in 2000 and in England and Wales in 2003, we suggest that the negative effects of Section 28 may yet remain. We present questionnaire data from 39 secondary school teachers in Wales. The results indicate that nearly half of the sample remained unaware of the repeal of Section 28. A smaller, but still substantial, proportion agreed that Section 28 still affected their practice in schools. Importantly, this included teachers who were also aware of the repeal of the Act. We suggest that the continuing effects of Section 28 need to be understood in the wider context in which it was enacted, and the more general uncertainties and discomforts around doing LGBT issues in schools.  相似文献   

Not the nine o'clock service: Using children's culture     

Lucy Hadfield  Rosalind Edwards  Melanie Mauthner 《Education 3-13》2013,41(1):65-72

This paper discusses current thinking and practice about the use of popular culture in the primary school to teach literacy. It attempts to question the methods that attempt to galvanise children's interest in popular texts to teach the current literacy curriculum. It argues that there is an incompatibility between the pleasures and practices of the world of popular culture and the traditional environment and curricula of school. The paper argues that instead of ‘using’ children's culture to teach the literacy curriculum in school, children's vibrant, sophisticated and valuable culture needs to be embedded within it.  相似文献   

Perspectives on trauma-informed care from mothers with a history of childhood maltreatment: A qualitative study     

Maria Muzik  Menatalla Ads  Caroline Bonham  Katherine Lisa Rosenblum  Amanda Broderick  Rosalind Kirk 《Child abuse & neglect》2013

Women who experienced abuse or neglect as children are more likely to have health problems during pregnancy and postpartum, but can be reluctant to seek help due to a lack of trauma-informed services. As part of a larger mixed method study, this component aimed to obtain qualitative data from trauma-exposed new mothers about their health care preferences during the perinatal period with the ultimate goal to design personalized, supportive interventions. Fifty-two trauma-exposed mothers completed a semi-structured interview at seven months postpartum about health care preferences including ideas for programs that promote wellness, thoughts about the influences of being a new mother and possible names for a program serving trauma-exposed mothers. Interviews were transcribed and coded using N-Vivo. Participants described ambivalence about seeking help but also a sincere desire for healing, coupled with hope for the future. This tension was apparent in the discussions highlighting the importance of access to experienced, nonjudgmental, and knowledgeable health and social care staff and volunteers, the wish for both formal, integrated physical and mental health services, and for informal opportunities to meet other trauma-exposed mothers in a non-stigmatizing, child-friendly setting. Finally, positive relationship-building, respect, and safety were identified as key elements of services critical to counteract trauma-related shame and mistrust in others. Services for trauma-exposed mothers should acknowledge the normal ambivalence surrounding seeking help, but promote hope-affirming practices in a family-centered, safe, non-clinical setting that involves children, builds social support, and provides peer interaction. Program names should reflect optimism and healing rather than trauma.  相似文献   

Small-group discussion in physics: Peer interaction modes in pairs and fours     

Evinella Alexopoulou  Rosalind Driver 《科学教学研究杂志》1996,33(10):1099-1114

The importance of group discussion in facilitating learning in science is widely acknowledged. At the same time, it is recognized that in the social context of small groups, peers' discussion processes and their subsequent learning are influenced by factors other than students' conceptual understanding. Focusing on the social processes of knowledge construction in group settings, this article investigates the ways Greek secondary school students interacted in pairs and fours while discussing and attempting to explain simple physical phenomena. The study showed that students progressed significantly more in their physics reasoning after participation in fours than pairs. Moreover, the analysis of discourse in the different groupings suggested that the differences in progress were related to the more constrained modes of interaction of pairs. © 1996 John Wiley & Sons, Inc.  相似文献   

Editorial     

Rosalind Pritchard 《Higher Education Quarterly》2002,56(4):327-330

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Fissures in the Federal Structure? The Case of the University of Wales   总被引：1，自引：0，他引：1  

Rosalind M. O. Pritchard 《Higher Education Quarterly》1994,48(4):256-276

The paper describes the evolution of the University of Wales, and describes the attempts made at the end of the 1980s to instigate university-wide planning. These arrangements were, however, of short duration and have recently been reviewed and revised. A degree of tension and instability is endemic in all federations and 'Wales' is no exception. Its large colleges are impatient of central control and planning, and the Welsh Funding Council is unsympathetic to an increase in the sphere of influence of the federal university. Such factors are fissiparous forces, but they have to be set against the symbolic importance of the University of Wales as a means of representing and giving expression to Welsh national feeling.  相似文献   

From the witness stand: Previously unpublished testimony in the sex discrimination case against sears     

Rosalind Rosenberg 《Academic Questions》1987,1(1):15-35

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English language learning difficulty of korean students in a Philippine Multidisciplinary University     

Allan B. de Guzman  Emmanuel Jeric A. Albela  Deborah Rosalind D. Nieto  John Bernard F. Ferrer  Rior N. Santos 《Asia Pacific Education Review》2006,7(2):152-161

This qualitative study analyzed the English language learning difficulties of 13 purposively chosen Korean students relative to their sociolinguistic competence, motivation in using the English language, and cultural factors. Interview responses were transcribed, categorized and thematised according to saliency, meaning and homogeneity. The findings of the study disclosed that, on the whole, while the subjects never had the opportunity to use the English language in Korea, they use it almost everywhere in the Philippines. Their difficulties exist both in daily conversation and in the academic setting. Such difficulties are attributable to both the subjects’ and the Filipinos’ different entry points in the learning and use of English. Despite cultural barriers in communication, however, the Koreans studying in the Philippines are instrumentally motivated to learn the English language.  相似文献   

The third Amendment to the Higher Education Law of the German Federal Republic   总被引：1，自引：0，他引：1  

Rosalind M. O. Pritchard 《Higher Education》1986,15(6):587-607

The article describes and analyses some of the important changes which have been brought about by the most recent Amendment to the 1976 Higher Education Law. It attempts to show the rationale for some of these changes and to give a flavour of the public debate surrounding the new legislation. The following issues are discussed: university democracy, research, staff structure, the curriculum, the problems of non-university institutions and the position of comprehensive universities.  相似文献   

CHILDREN OF THE GHETTO     

Patricia Raby 《Equity & Excellence in Education》2013,46(3)

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