Preparing teachers to deliver gender-focused sexuality/HIV education: a case study from Nigeria

Evidence shows that a focus on gender and power in sexuality/HIV education increases the likelihood of achieving positive sexual health outcomes, and international agencies have called for a shift to a gender-focused approach. However, questions remain about the implementation of such programmes, including how best to prepare teachers to deliver such curricula. In the development of the national school-based HIV prevention curriculum in Nigeria, several state governments partnered with feminist (or like-minded) non-governmental organisations to collaborate on teacher training. This case study, drawing on teacher interviews and classroom observations, explores the effects of that experience. Teachers reported that the 10-day training developed their competence, confidence, and commitment to foster students' critical thinking about gender issues. Specifically, they reported changes in their own gender attitudes, pedagogic skills and connectedness with students, particularly girls. The findings suggest that high-quality training can prepare teachers – including those in large, resource-poor school systems – to deliver the kind of gender-focused sexuality/HIV education that is proving most effective at advancing sexual health outcomes. Non-governmental organisations can be important partners for providing such training. Further research is needed to assess what additional social and educational outcomes may result from gender-focused sexuality/HIV education.     

The Role of External Professionals in Education about Sexual Orientation−towards good practice

Throughout England, young people in schools are entitled to a comprehensive programme of sex education as part of Personal, Social and Health Education (PSHE). Current debate about the content of such a programme is informed by new government guidance on sex and relationship education as well as pre-existing concerns about homophobic bullying, sexual health and mental health. In an English local authority, an externally funded Young Gay and Bisexual Men's Development Worker provided educational activities to address sexual orientation and identity issues to four schools. An evaluation sought to identify whether successes had been achieved and why. A further aim was to identify useful learning about the role of external professionals in carrying out effective education about sexual orientation with young people in schools. The evaluation was developed within the context of a number of 'real-world' limitations. Nevertheless, a significant number of project successes (and areas for development) were documented. Successes included raising awareness of key issues among pupils and supporting teachers engaged in PSHE. Key factors contributing to success included: adequate preparation of teachers and pupils in schools; an appropriately skilled and experienced project worker; and a considered approach to building partnerships with schools and working with young people.     

Promoting a willingness to wonder: moving from congenial to collegial conversations that encourage deep and critical reflection for teacher educators

There is an inherent expectation that educators will work towards continuously improving their practice and quality of teaching. Underpinning this expectation is an assumption that educators also engage in the process of reflection. In this article, we begin by outlining the current tensions in the field of education that relate to managerialist concerns of the measurement and monitoring of quality teaching and effectiveness. We then contextualise our particular circumstances and provide an account of a collaborative action research project we initiated to examine our team-teaching practices in a graduate entry pre-service teacher education programme. In the project, we initially focused on how we might provide for pre-service teachers’ learning while they were undertaking an internship in the final semester of their programme. Factors that required consideration included the use of face-to-face and synchronous online forms of interaction. Having experienced the powerful influence of using protocols to structure professional learning conversations with the pre-service teachers with whom we were working, we also decided to extend the conversations we were having with each other to conversations with our colleagues. Taken together, the action research framework and the processes afforded by protocols provided a structured approach for our inquiry. Conversing with the pre-service teachers involved in the programme, with each other and with our peers at a faculty-level seminar and an international conference were the main sources of data gathered during the research project. The collegial conversations that occurred when using protocols also provided a way to move to the level of critical reflection. Rather than discuss the outcomes of our project in the remainder of the article, we elected to scrutinise and theorise the significant elements that were germane to our project – the three Cs: collegiality, conversation and critical reflection. We conclude by realising that to learn about ourselves as teachers and as learners, we need to move beyond routine and technical aspects of reflection, to a level that is critical and transformative, and that this can be achieved through the use of protocols in purposeful and collaborative conversations with others.     

Guest Speakers in School-Based Sexuality Education

This study, using data from a statewide survey (n = 332), examined teachers’ practices regarding the inclusion of guest speakers to cover sexuality content. More than half of teachers (58%) included guest speakers. In multivariate analyses, teachers who taught high school, had professional preparation in health education, or who received professional development covering sexually transmitted disease (STD) or pregnancy prevention had greater odds of including guest speakers (all p <.05). Teachers who included guest speakers covered more sexuality topics and were more likely to cover controversial topics (p <.05). Findings have implications for teachers, school policies, and organizations that offer sexual health education and outreach.     

Early-Years Teachers’ Professional Upgrading in Science: a Long-Term Programme

In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers’ competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at developing and implementing curriculum activities to which they would contribute and thus meaningfully engaging them in their own learning. The programme used a ‘collaborative partnership’ model for the development of the activities. In this model, the collaborative notion is defined as an act of ‘shared creation’: partners share a goal and members bring their expertise to the partnership. Within this context, the partners were a researcher in science education with a background in physics, who also served as a facilitator, and six in-service early-years teachers with a background in early-years pedagogy and developmental sciences, who had many years of experience (classroom experts). These teachers participated in the programme as co-designers, but were involved to a significantly lesser degree than the researcher. The programme procedures comprised group work and individual teachers’ class work. Data sources included teachers’ essays, field-notes, lesson recordings and group-work records. Data were qualitatively analysed. The main results indicate improvement of teachers’ ‘transformed’ knowledge of the subject matter, development/improvement of knowledge of instructional strategies, including factors related to quality of implementation of the activities, knowledge of the pupils and improvement of the teachers’ efficacy.     

Effective mentoring for the next generation of early childhood teachers in Victoria,Australia

From reading the research literature, it is evident that making the transition from pre-service teacher to beginning teacher is a challenging experience. New to the profession teachers can experience self-doubt and feelings of anxiety about meeting expectations. What is valued at the start of their career is support, especially if it is ongoing and tailored to their needs. In this paper, I present data from the first mentoring programme for new to the profession early childhood teachers in Victoria, Australia – the State-wide Mentoring Program for Early Childhood Teachers (SWMP) (2011–2014). I provide an overview of this mentoring programme highlighting aspects considered most effective in supporting beginning early childhood teachers. I propose that developing a mentoring programme incorporating respectful, responsive, reciprocal and reflective elements, can enhance both mentor’s and mentee’s professional development and professional identity. The impact of this programme is evidenced by the voices of the mentors and mentees involved.     

Online pornography – Should schools be teaching young people about the risks? An exploration of the views of young people and teaching professionals

The Internet has made sexually explicit media more accessible to young people. Online pornography is diverse, can be very graphic, and a large amount is available free of charge with restrictions varying by country. Many young people are accessing online pornography, intentionally or unintentionally, and there are fears that this could impact on their sexual development and future relationships. Current research into the effects of viewing pornography on attitudes and behaviours of young people is patchy and often contradictory. Via an anonymous survey of 218 young people and focus group discussions with 23 teaching professionals in outer London schools, this study examines whether young people and teaching professionals consider pornography use to have harmful effects, and if they feel schools should be incorporating teaching about online pornography in their educational programmes. Findings reveal that young people and teachers perceive there to be many negative effects of viewing pornography, particularly at a young age. Young people and teachers agree that schools should teach about the risks associated with online pornography viewing. Recommendations for schools about how to facilitate discussion of issues surrounding pornography use as part of the wider sex education programme are made, including the involvement of parents.     

Effects of a life skills-based sexuality education programme on the life-skills,sexuality knowledge,self-management skills for sexual health,and programme satisfaction of adolescents

This study aimed to develop and establish the efficacy of a life skills-based sexuality education programme for junior high school students that focused on prevention. A non-equivalent control-group pretest-posttest design was employed with 105 students in the first-year of junior high school participating. The experimental group received 10 sessions of a life skills-based sexuality education programme, and the control group received 10 sessions of the standard sexuality education, both provided during a home economics class. A comparison of the two groups’ post-test scores showed that the experimental group scored significantly higher than the control group on sexual and reproductive health related knowledge (F = 58.50, p < .001) and life-skills (F = 11.52, p = .007). In addition, the experimental group showed a larger improvement in self-management skills for sexual health than did the control group (F = 9.32, p = .003). A life skills-based sexuality education programme increased life skills levels, knowledge about sexuality and sexual and reproductive health, and helped participants identify appropriate behaviours when facing a sexually risky situation. Results highlight the value of including an evidence-based and practice-oriented life skills-based sexuality education programme in the formal curriculum of junior high schools in Korea.     

School district-provided supports to enhance sexual health education among middle and high school health education teachers

Schools support teachers in their professional learning, just as teachers support students in their learning. To accomplish this, schools can provide support systems that enhance teachers’ knowledge, comfort, and instructional skills. This study examined the impact of two district-provided supports (curriculum and professional development) on sexual health instruction among middle and high school health education teachers. Data were abstracted and analyzed using inductive coding from 24 teacher interviews (2015–2016). Findings illustrate outcomes from both curriculum and PD on teachers’ self-reported knowledge, comfort, and skills. The district-provided supports appeared to contribute to improved teachers’ self-efficacy in delivering sexual health education.     

(S)exclusion in the sexuality education classroom: young people on gender and power relations

Comprehensive sexuality education which includes discussion about gender and power is increasingly seen as an effective way of promoting sexual and reproductive health and rights. Yet all too often the potential of good quality sexuality education is not realised. This study engages with young peoples’ evaluation of a sexuality education programme in Ethiopia. Using data from ethnographic field notes, focus group discussions and interviews with students, teachers and sexual and reproductive health workers in Oromia region, it reveals the existence of gendered practices in sexuality education. Three forms of exclusion were evident: first, exclusion through selection to participate in the programme; second, exclusion of the views of young people through gendered interpretations and practices; third, exclusion of the views of young people through the omission of discussion on topics that are relevant to them, such as love, relationships and sexual intercourse. As a result, the programme’s potential to contribute to questioning gender relations and improving the emotional and sexual health of young people is undermined. The programme reproduces a gender order in school and arguably broader society, which is a source of frustration and alienation for young people.     

First Step to Success – a school/home intervention program for preventing problem behaviors in young children: examining the effectiveness and social validity in Turkey

This study examined the effectiveness of the First Step to Success (FSS) early intervention program for preventing antisocial behavior in Turkey. Participants included 24 students, their teachers and parents from four K–8 elementary schools. The experimental group included 12 targeted students (four kindergarten, four first-grade and four second-grade students) who received the intervention. Both quantitative and qualitative methods were carried out by using a pre-posttest experimental design. Results indicated that there were significant decreases in problem behaviors and significant increases in social skills and academic competence of targeted students. In addition, teachers and parents reported significant positive changes in problem behaviors and social skills of their children. Most teachers and parents were highly satisfied with the program. Limitations of the study and directions for future research are discussed.     

Implementation of anti-bullying lessons in primary classrooms: how important is head teacher support?

Background: Evidence suggests that the KiVa anti-bullying programme may contribute to a reduction in bullying and victimisation, especially in primary school level. What is more, the level of implementation moderates the programme effects: the more the programme was implemented, the more bullying was reduced.Purpose: Consequently, it is of interest to investigate the factors affecting the implementation of the KiVa anti-bullying programme. We analysed whether teachers’ perceptions of support from the head teacher predicted the implementation adherence of the programme.Sample: We used a randomised sample of 93 Grade 1–3 (students’ age 7–9 years) teachers in 27 Finnish primary schools.Design and methods: Online surveys on perceptions of two types of head teacher support: (1) general support as a superior and (2) programme support for the KiVa anti-bullying programme were administered to the teachers; written observational reports on implementation adherence (frequency, contents and duration) were also utilised. Data was collected during the academic year 2008–2009. Effects of head teacher support on implementation adherence were modelled both at the teacher level and at the school level.Results: On average, implementation adherence of the student lessons was good. Teacher’s experience of programme support from the head teacher was positively related to implementation adherence, whereas, surprisingly, teacher’s experience of general support did not enhance implementation and was even negatively related to it.Conclusions: The school-based prevention and intervention programmes are delivered through social systems and individuals, and they inevitably trigger multilevel dynamics. Implementation is not only the responsibility of individual teachers but it happens in the context of the school community, the head teacher and the local-level resources and policies.     

Stirring it up or stirring it in? Perspectives on the development of sexualities equality in a faith‐based primary school

This article examines what happened within one Church of England primary school during an action research project concerning sexualities. No Outsiders aimed at exploring how teachers developed classroom practices that promoted greater inclusion of sexual minorities, at the same time as working to eradicate homophobic bullying and heterosexism. This examination engages current research methodologies, including post‐structural analytics and narrative ethnography, to consider the viewpoints of headteacher and researcher, with a particular reference to faith issues. Various intersections are considered – between different faith positions and between different theoretical approaches – to conclude that while there are risks involved in straddling critical boundaries, there are also benefits in terms of creativity and motivation.     

Professional development within the Effective Early Learning Programme: a contribution to a participatory and context-sensitive approach to ECEC evaluation

This paper aims to describe and analyse a case study on professional development that was centred on the Effective Early Learning (EEL) Programme. This process was a part of a larger dissemination project of the EEL programme nationwide, designed to train specialised facilitators at a local level who could, in turn, support the professional development of their peers. From a theoretical stance, it focuses on a democratic and participatory approach to the evaluation and development of quality in ECEC contexts. The study involved the participation of 12 pre-school teachers and a specialised trainer. Results show perceived effects of the process of staff development on professional learning at the level of observation skills, reflection-on-action and critical insertion. Also, the participants recognised that experimentation in practice contexts and shared reflection were the most meaningful and facilitative strategies in their learning.     

Sex education and transgender youth: ‘Trust Means Material By and For Queer and Trans People’

The sex education made available to transgender youth has rarely been studied empirically. In this study, we sought to explore the sex education experiences of transgender young people and summarise their recommendations for transgender-inclusive curricula. Qualitative data from 14 transgender youth in the upper-Midwest USA were collected by means of an online questionnaire and group interview. Data was analysed using a consensual qualitative approach. Three themes emerged: (1) sources and reactions to sex education, (2) the importance of trust, and (3) missing information and recommendations. Sources and reactions to sex education included sexual health information sources and the strategies participants employed to supplement the sex education they received. Trust included trustworthy information sources and strong qualities of sexual health resources. Missing information and recommendations included unmet sex education needs, including the scope of information and from whom the information is delivered. Findings suggest that important curricular considerations include the diversity of content, but also the diversity of voices delivering it.     

Instructional development for teachers in higher education: impact on teaching approach

Although instructional development for teachers has become an important topic in higher education, little is known about the impact it has on daily teaching practice. The lack of systematic programme evaluation is an ongoing concern. In this study we investigate by use of a quasi-experimental design, the impact of an instructional development program for beginning university teachers on their teaching approach. Quantitative pre-test as well as post-test data were assembled from 20 experimental teachers and 20 control teachers. At the post-test qualitative data were gathered too: 17 teachers of the experimental group and 12 teachers of the control group were interviewed. Paired t-tests and analysis of covariance with the pre-test scores as a covariate showed some effect of instructional development on teaching approach. The analysis of the qualitative data sustained this result. Our results reveal the influence of instructional development on teachers’ teaching approach being slightly different for teachers belonging to distinct disciplines. Several interpretations and perspectives for further research are discussed.     

Development of a sex education programme for 12‐year‐old to 14‐year‐old Turkish adolescents

Previous research has documented a need for the development of a sex education programme in Turkish schools in terms of adolescence readiness and the presence of misconceptions regarding critical aspects of sexual issues. Currently no school‐based sex education is available for Turkish adolescents. This paper presents the development of a contemporary sex education programme for 12‐year‐old to 14‐year‐old adolescents, entitled ‘The Human Development Program for 12–14 Year Old Adolescents’. A five‐step programme development model was used including reviewing internationally recognised sex education programmes for this age group. Sexuality Information and Education Council of United States guidelines were chosen as an educational framework, and Turkish cultural values were integrated into the curriculum. The sex curriculum consists of an eight‐session interactive programme in which parental permission and involvement is required. Five units are presented: human development, relationships, sexual behaviour, sexual health, and society/culture. The programme and a related knowledge assessment tool were reviewed by a group of Turkish professionals and the validity of the educational content was received. The programme was piloted with a group of Turkish adolescents with positive results. Future recommendations include school counsellors implementing this sex educational programme into Turkish schools.     

“You Can Do it Anywhere”: Student and Teacher Perceptions of an Online Sexuality Education Intervention

Formal sexuality education in schools is declining in the United States and this is disproportionately affecting adolescents in rural settings. The purpose of this qualitative study was to assess student and teacher perception of sexuality education delivered online as a potential solution to address this gap in access. Nine gender-specific group interviews were conducted with ninth grade students (n = 29) in rural North Carolina to discuss students’ experience with an online sexuality education intervention called MyHealthEd. Interviews were also conducted with three health teachers at pilot schools. Students and teachers identified more benefits to online sexuality education including more student engagement and greater privacy and comfort, than drawbacks, such as too much student autonomy and less interaction with others. Online sexuality education is a promising and preferred method of delivery for sexuality education for students and health teachers, particularly in settings where trained health teachers are not available or less willing to deliver state-mandated content. The MyHealthEd intervention has the potential to increase availability of high quality health education to students across North Carolina, as well as students in other rural or underserved areas.