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Penni Cushman 《Gender and education》2008,20(2):123-136
The need for more male role models in young boys’ lives is one of the main reasons underpinning the call for more male teachers in primary schools. However, the exact responsibilities and attributes associated with the term ‘male role model’ have yet to be clearly established. The purpose of this survey of 250 New Zealand primary school principals was to investigate the views of one major group of stakeholders to determine how principals defined male role models and what they considered the specific attributes of that role. The study found that the principals favoured men who exhibit a hegemonic masculinity couched in heterosexual, rugby‐playing, ‘real men’ attributes. 相似文献
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This paper reports the findings from a study of teachers and students' views regarding self‐worth in the primary school learning environment. The revised New Zealand curriculum recognises the importance of self‐worth in students' motivation and ability to learn. While the need to enhance self‐worth in the classroom has been well established in the literature, similarities and differences between teachers and students' understanding of the impact of various classroom interactions on self‐worth has not received the same attention. The purpose of the research reported on in this paper was to provide further insight for teachers, thereby enabling them to strengthen classroom relationships and their students' learning experiences in ways commensurate with enhancing students' feelings of self‐worth. 相似文献
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Penni Tearle 《Cambridge Journal of Education》2004,34(3):331-351
This paper summarizes the development and practical testing of a theoretical framework for the identification of important factors in relation to the implementation of ICT into a UK secondary school. The approach is characterized by considering the process of implementing use of ICT across a whole school for teaching and learning as a special case of implementing change.
The theoretical framework was derived from reviewing and synthesizing the literature in the field of change management and that of ICT in schools. Using an interpretive approach, a single case study was the practical basis for undertaking research, guided but not constrained by the theoretical framework and finally mapping the case study findings against it.
This process enabled the possible contribution of the framework with regard to the implementation of ICT in schools, to be assessed, and its further development considered. 相似文献
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Penni Cushman 《Asia-Pacific Journal of Teacher Education》2005,33(3):321-338
In recent years, there has been increasing academic debate concerning both the need for more male primary schoolteachers and the reasons for their minority status, numerically. Yet there has been relatively little heard from the men themselves. In this study the author used focus group discussions to investigate the views and experiences of practising male primary schoolteachers towards primary school teaching as a career. The focus questions included: the aspects which attracted them to primary school teaching; experiences which preceded their entry to teacher education; and the reaction to their choice from family and friends. The study concluded that a complex barrier of attitudes and actions would need to be addressed if the minority status of male teachers is to change. 相似文献
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Patrick Dillon Penni Tearle & Alison Hudson 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(4):359-367
The University of Exeter heads a consortium which has developed multimedia resources primarily for initial teacher education. Amongst a range of resources produced are Critical Encounters in Secondary Education , which deals with critical incidents in the classroom and how to deal with them, Multimedia in the Learning Environment , which deals with both the nature of multimedia and how it may be used in support of a range of approaches to teaching and learning and English Chalklands which deals with interpretational and judgemental responses to landscape. The resources are described and discussed in the context of the educational framework which has been developed to guide their use. 相似文献
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Despite research linking dominant masculinities to the disengagement of some boys from schooling, men teachers appear to be either unaware of the related literature, or reluctant to engage in behaviours that have increased their vulnerability to accusations of sexual abuse or homosexuality. A small study of men teachers in England, Sweden and New Zealand investigated the extent to which the men believed their teacher education had prepared them to teach in the gendered environment of the primary school. Teachers were also questioned about their views on gender differences in students and in the teaching practices of male and female teachers. Although the size of the study restricts the validity of data, the differences between the teachers in England and New Zealand, and those interviewed in Sweden, suggest that further research is warranted. A societal emphasis on gender equity in Sweden was reflected in the commentaries of Swedish men teachers on their pedagogical attitudes and actions relative to gender-based issues in schools. This emphasis was not evident to the same extent in England and New Zealand. 相似文献
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Penni Cushman 《Pastoral Care in Education》2013,31(4):231-241
In the last 20 years the health promoting schools movement has gained momentum internationally. Without strong national leadership and direction its development in New Zealand has been ad hoc and sporadic. However, as the evidence supporting the role of health promoting schools in contributing to students' health and academic outcomes becomes more robust, their potential can no longer be ignored. This paper sets out to provide an overview of the state of the health promoting schools movement in New Zealand and examines the national framework and process in the light of the international literature. 相似文献
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