Wearing My Identity: A Transgender Teacher in the Classroom

The term transgender is used by people whose gender identity or expression falls outside the boundaries of traditional gender expectations. In educational systems, transgender issues are becoming increasingly relevant as both students and staff "come out" as transgender, and as young people explore non-normative gender expression. In comparison to the empirical and theoretical discussions on gay, lesbian, and bisexual youth issues in education, research on transgender youth is sparse, and academic research on transgender teachers is non-existent. Like closeted gay, lesbian, and bisexual teachers, transgender teachers are isolated, hidden, and silent about their authentic identities. This exploratory study offers one transgender-identified teacher's story in an urban public school system. The issues addressed include gender dynamics in the classroom, relationships with students, the connections between sexual orientation and gender identity, and discrimination in the work environment.     

Are they thinking what we're thinking? College staff and student perceptions of the impact of ethnicity and gender on completion and achievement at a college of further education

This study was carried out with students and staff from a college of further education in south London. The college has a mix of male and female students from a range of ethnic groups, the largest of which is white British. A study undertaken by the college in 2003 indicated that there may be significant differences in achievement and completion rates between genders and between ethnic groups. The college commissioned Kingston University to research into the relationship between gender and ethnicity on student achievement and completion. In this article the qualitative findings from data on the experiences and perceptions of the staff and full‐time students are discussed in the context of the variable completion and achievement rates of the students and results from other studies. The main themes linked to ethnicity, gender, completion and achievement emerging from the analysis indicate broad agreement between students and staff over issues around learning and teaching and written and spoken English; however, their particular perspectives led to their having differing views on the most important factors external to the college and those affecting student motivation.     

对波黑医学院校的综合评估

按照国际标准对波黑的5所医学院进行了内部评估和外部评估,参与者包括医学院管理人员、教师、学生以及外部评估专家.评估内容包括10个项目:学校宗旨和目标、课程、管理、教师、学生、设施和技术、经费情况、国际关系、内部质量保证和发展规划.结果表明,内部评估中有的学校高估了自己的总体表现,有的学校明显高估或低估自己在某些项目上的表现.评估工作表明,即使在复杂和不利的条件下,对医学教育进行建设性的、有组织的评估也是可能的.     

RESEARCH SECTION: Provision in further education colleges for 14‐ to 16‐year‐olds with social,emotional and behavioural difficulties

Previous research set out to identify and examine practice and provision for young people exhibiting behaviour problems who may have been placed in colleges of further education for a variety of reasons. In this paper, Natasha Macnab, John Visser and Harry Daniels explore some of the implications faced by college staff and examine some of the key themes that emerged from this previous study. The first of these themes concerns ‘college culture’, which is seen as being ‘adult orientated’ and therefore more likely to appeal to young people who are tired of school. Indeed, college staff suspect at times that schools are using the transition to college as an alternative to exclusion for some young people. This form of ‘managed transfer’ raises real issues in colleges, especially when some members of college staff do not yet appreciate the ‘appeal of teaching young people with social, emotional and behavioural difficulties (SEBD)’, regarding them as ‘disaffected’ and ‘switched off’ from education. The authors of this article note the need for ‘skilled and committed adults’ to build relationships with these young people in order to promote their social inclusion. They argue that this work will require professional development for staff but will have real benefits for the young people concerned.     

School experiences of transgender and gender diverse students in Australia

Over the last decade, there has been an increase in global and local policy protections on the basis of gender identity and expression in education and a recent spate of coverage of transgender students on Australian television and news media. This paper explores the school experiences of Australian transgender and gender diverse students', with particular consideration of recognition of their gender identity in documentation, experiences of puberty and sexuality education, treatment by staff and students, and other forms of provision. It reports on the findings of a 2013 study which combined a survey of 189 transgender and gender diverse Australian students aged 14–25 years, with 16 online interviews with members of this group. The study was informed by a community advisory group which included a range of transgender, gender diverse and intersex people. Findings include both quantitative and qualitative data, detailing a trend towards more disruptive, fluid and inconsistent identifications by members of this student group, and a diversification of their needs at school. Student advocacy on topics including sexuality and puberty education was shown to be common and also useful in improving individual well-being and social outcomes. We offer some reflections towards more useful school practices and future research.     

Invisible experiences: Understanding the choices and needs of university students with dependent children

This paper analyses the results of a research project on the experiences and learning needs of students with dependent children in a 1960s university. The findings are based on semi‐structured interviews with university services and academic staff, as well as a questionnaire survey among students with dependent children and follow‐up in‐depth interviews with a sample of 18 of these students. The paper shows that, for those surveyed, future employment opportunities and being a role model for their children were the main motivations for entering higher education and that their choice of university was highly spatially restricted by their caring responsibilities. It also discusses the main issues students faced once at university, including time and timing, finance, childcare, confidence, sense of belonging and skills. The paper highlights how gender and other biographical characteristics influence parents' experiences and includes suggestions for lessening the barriers they face while at university.     

Social Justice,Policy and Parents’ Understanding of their Voice in School Governing Bodies in South Africa

Despite the powers that parents are endowed with regarding governance of schools in South Africa, they are not yet given sufficient room and space to deliberate on issues of school governance; instead they are still excluded by some teaching staff who deny them (explicitly or implicitly) from taking part in crucial decisions affecting education of their children. There are still issues excluding parents from participation in school governing bodies, namely: the lack of clear demarcation between the roles of the teaching staff and those of the school governing body (SGB), lack of time, lack of confidence from some parents, transport problems which result in non‐attendance of SGB meetings by some parents, poor communication of information, lack of training which results in lack of knowledge of the Act and roles and responsibilities, the language barrier, and the high turnover rate of governors as parents have to leave the SGB as soon as his/her child leaves the school. The findings of this research partly concur with Karlsson, who also found that SGBs perpetuate rather than prevent the apartheid‐era inequalities of race, gender and social class. Despite these discrepancies, the study found that SGBs operate according to the general intentions of the South African Schools Act 84 of 1996 and also help spread democracy in the school and to the wider society of South Africa.     

A curriculum philosophy for higher education: socially critical vocationalism

In highlighting a gulf between inclusive policy intentions inherent in the advent of mass higher education in the UK and the lived experiences of students and staff, this paper aims to stimulate critical debate about the impact of this changed environment upon traditional personal tutoring relationships. In drawing upon qualitative research with a sample of students and personal tutors from one school in a post-92 university, this paper explores their respective experiences, expectations, needs and concerns. Although some students and tutors reported clear satisfaction with their personal tutoring relationships, this paper highlights the detrimental impact of the mass system upon the ability of many staff and students to engender such connectedness.     

高职院校“双师”结构教学团队构建的思考和探索

建设一支＂双师＂结构的教学团队是高职教育办出水平与特色的根本保障,也是高职教育内涵建设的重要任务。通过在校内生产性实训基地建设过程中,对＂双师＂结构教学团队的构建进行了思考和探索,从而为高职教育＂双师＂结构教学的团队建设提供一条可行的途径。     

Institutional transformation at South African universities: Implications for academic staff

In South Africa the restructuring of the higher education system and the transformation of higher education institutions are located within the country's broad political and socio-economic transition to democracy. This paper focuses particularly on institutional transformation, and pays attention to the implications of the process of transformation for academic staff.The following five interlinked and interdependent issues characterizing institutional transformation in South African higher education are identified:democratising the governance structures of institutionsincreasing access for educationally and financially disadvantaged studentsrestructuring the curriculumfocusing on developmental needs in research and community serviceredressing inequalities in terms of race and gender.Although the overall effect of institutional transformation is experienced rather negatively by many academic staff members, the paper concludes that academics have to be empowered by means of staff development to remain active partners in the transformation process.     

Perceptions of Educational Studies

This paper is based on a recently completed three‐year research project undertaken with staff and students at one department of education studies in a university in England. We explored the reasons given by students for enrolling in a degree‐level programme in Educational Studies, reviewed their experiences and perceptions during their studies and made comments about career destinations. Only some of the findings that emerged from the project are reported here. Through a process of data collection undertaken in depth at one institution, and analysis in the context of literature and publicly available reports about similar work in other institutions, we illuminate some issues concerning the nature of degree programmes in Educational Studies.     

Parent Involvement: Influencing Factors and Implications

Abstract

The involvement of Mexican American parents in their children's education was explored in a year-long case study of an elementary school in Texas. Interviews, document analysis, and observations of parent activities revealed that parent involvement was influenced by several factors, including language, parent cliques, parents' education, attitudes of the school staff, cultural influences, and family issues. Although the school staff addressed some of the issues, in general, teachers did not recognize the influence that these concerns had on parent involvement. The findings have implications for teachers that affect both the level and areas of Mexican American parent involvement. An understanding of these factors will provide ways to increase and improve parent involvement.     

What is a ‘good’ principal? Perspectives of aspiring principals in Singapore

This paper presents the findings of an exploratory research project that examines what aspiring principals in Singapore think a good principal is, based on a framework of personal, interpersonal, and organizational dimensions of school leadership. According to the findings, a good principal has a moral purpose centered on personal values, a humble disposition, and exudes wisdom. He or she exhibits excellent relational skills, engages in people development, and develops trust among staff. He or she also develops a positive school culture for teaching and learning, builds fruitful relationships with stakeholders, and manages complex issues competently. The findings also suggest that the idea of a good principal is more about who the person is and what he or she stands for, rather than what he or she is capable of. Moreover, while Singapore principals are capable of making hard-nosed decisions and delivering results, they are actually motivated by the ideals of education. This study offers some empirical evidence of the attributes of a ‘good’ principal in the Singapore context.     

School books or wedding dresses? Examining the cultural dissonance experienced by young Gypsy/Traveller women in secondary education

Although considerable attention has been given to issues impacting on the educational experiences of Gypsy/Traveller learners in the UK, most of the literature is oriented towards ethnicity rather than gender. This paper illuminates the experiences of young Gypsy/Traveller women who are engaging with secondary education, and functioning in a dual cultural framework, in a time of increased gender equality. The intersectionality of culture, class and religion frequently conflicts with the notions of gender equality and education, requiring young women to make difficult choices. It is suggested there is an urgent need to problematise and deconstruct stereotypes typically held about Gypsy/Traveller girls, as not all young women feel disengaged, restricted, excluded and in conflict. While some young women, as is their right, wish to conform to cultural-gendered norms, this study has revealed some strong, resilient women who critically challenge values and norms within their community, which negate their right to a full education, to bring about positive change.     

Young people’s views on sexting education and support needs: findings and recommendations from a UK-based study

Young people’s sexting is an area of increasing concern amongst parents, educationalists and policy makers, yet little research has been conducted with young people themselves to explore their perspectives on the support they need to navigate relationships in the new digital media landscape. To address this absence, an inter-disciplinary team of researchers undertook a participatory study with students, aged 13 to 15, in a UK secondary school. This paper outlines key study findings, including young people’s views on sexting, their recommendations for improved education around sexting in schools, their preferred sources of support, and their perspectives on the way adults should respond to young people’s sexting. Findings indicate that sexting education needs to be developed within the context of wider relationship issues, such as gender, power dynamics and trust between peers, and improved communication between students and teachers or other responsible adults. Findings may be used to consider ways of designing and communicating messages around sexting to young people within and beyond educational settings.     

科学教育专业实验室建设的几点思考

科学教育专业设置是适应新一轮基础教育课程改革中科学课程的开设的需要,培养高素质的科学教育专业人才,不仅需要具有创新精神和实践能力的高校师资队伍,更需要优质的实验实践条件.本文探讨了高师院校开设科学教育专业在实验室建设方面存在的一些问题,提出了一些对策和建议.     

Are boys victims of feminism in schools? Some answers from Australia

This paper attends to some of the issues surrounding the controversial topic of the education of boys in Australian schools. It particularly focuses upon two questions: ‘Are boys victims of feminism in schools?’ and ‘Are boys victims of their emotions?’ In answering both questions, the authors draw from empirical studies that enquire into gender reform in schools and girls’ and boys’ responses to it. Generally, the paper makes the case for a pedagogy of the emotions in the context of gender education in schools.     

A case study on the incorporation of gender-awareness into the university journalism curriculum in Spain

As in other disciplines, ‘gender mainstreaming’ is becoming an increasingly important principle in Journalism. This implies bringing gender equality into the mainstream of the media industry, by means of an adjustment of the educational issues and the practice related to this profession, which is influential in society. In light of the gap existing in this line of research committed to re-education for change [North, L. 2010. “The Gender Problem in Australian Journalism Education.” Australian Journalism Review 32 (2): 103–115; Adhikary, N. M., and L. D. Pant 2011. “Journalism Education in Nepal: Gender Perspective.” Shweta Shardul 8: 119–123], this paper analyses the curricular integration of gender-related issues into journalism studies, taking as a casestudy the undergraduate programmes of the Spanish public and private universities. The study employs content analysis and qualitative questionnaires to the academic staff. The results prevent from understanding equality as one of the main teaching and learning strategies in journalism studies in Spain, even if the invigorating curriculum reform carried out by these universities leads to posit some positive outcome in terms of a more gender-aware higher education. As discussed in the conclusions, the inclusion of the gender perspective depends on the academic staff’s own initiative, in contrast with the involvement showed by university institutions in promoting parity in many other aspects.     

‘It’s better to learn about your health and things that are going to happen to you than learning things that you just do at school’: findings from a mapping study of PSHE education in primary schools in England

This article reports on recent findings from a mapping study of Personal, Social, Health and Economic (PSHE) education in schools in England, focusing on the data derived from primary school participants. It is based on a nationally representative survey of 923 primary school PSHE education leads, and follow-up in-depth interviews and discussion groups with 171 participants. This included local authority support staff, and from participating primary schools: senior management representatives, PSHE education leads, teaching staff, governors, school improvement partners, parents, and pupils. Results included here primarily relate to two areas: delivery models and curriculum coverage, and pupil views on their experiences and the (potential) value of PSHE education. In examining these areas, the article raises issues about blurred boundaries between PSHE education and Social and Emotional Aspects of Learning and/or pastoral care within school more widely, and particular staff sensitivities about the teaching of certain elements of PSHE education, particularly sex and relationships education and drugs, alcohol and tobacco education. These subject areas were less likely to be included or prioritised within PSHE education than, for example, emotional health and well-being, but were often the areas highlighted as most important by pupils. In conclusion, the article raises questions about the potential links between PSHE education and attainment, and the use of different teaching approaches across the curriculum more broadly.     

Relationship quality time: the validation of a relationship quality scale in higher education

This study investigated the overall quality of the interpersonal relationship students have with faculty and staff, that is, relationship quality (RQ). In relationship management research, RQ is paramount for the creation of bonds with customers, which in turn is necessary for the sustainability of organizations, that is, continuity and growth. In higher education, it is not only recent changes in funding of education that urge us to further investigate RQ, as students having relational bonds with their teachers and faculty/staff is important as well. These relationships are expected to positively influence students’ college experiences. Although educational literature addresses the importance of student–faculty relationships, little is known about students’ perceptions of the quality of their relationship with their program. The aim of this study was therefore to get a more in-depth understanding of the concept and measurement of RQ within a higher education context. To that end, an existing RQ scale was used measuring five dimensions: trust in honesty, trust in benevolence, satisfaction, affective commitment, and affective conflict. A confirmatory factor analysis (CFA) was conducted on survey responses of 551 students from a Dutch university of applied sciences. Next to the CFA, a small-scale focus group discussion was held to validate the quantitative findings of students’ perceptions on RQ. The findings confirm that the RQ instrument is an adequate instrument to investigate RQ in a higher education context. Additional qualitative findings also suggest that students acknowledge the relevance of RQ and the need for having a good relationship with their faculty and staff.