‘If they can say it they can write it’: Inclusive pedagogies for senior secondary physical education

Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impact significantly on students' success and achievement (Evans, J. 1986. Physical Education, Sport and Schooling: Studies in the Sociology of Physical Education. London: Falmer Press.). This is especially the case for students from disadvantaged backgrounds who are deeply reliant on schooling for their educational resources. This article explores the interrelationships between pedagogical practices, the physical education curriculum at the senior secondary level and learning by both students and a teacher in a school located in an area of socio-economic disadvantage. Action research investigating a pedagogical redesign of a unit of ‘Skill Acquisition’ is the specific focus. Of key interest are pedagogical practices that incorporated opportunities to learn ‘about’ Skill Acquisition ‘through’ and ‘in’ movement. These practices attempted to develop and apply scientific literacies specific to the human movement sciences, which are important for academic success in senior secondary physical education. Findings reveal high student engagement, increasing utilisation of scientific literacies and application of new learning to life-world situations. We argue that pedagogical practices that integrate learning ‘about’ ‘through’ and ‘in’ movement disrupt default modes of teaching theoretical concepts in physical education, which diminish opportunities for academic success amongst students from low-socio-economic backgrounds.     

Job Crafting and Identity in Low-Grade Work: How Hospital Porters Redefine the Value of their Work and Expertise

Over 25 years ago, Brown and Duguid (Organisation Science, 2(1), 40–57, 1991) highlighted the differences between the way organisations formally describe and delineate jobs and the actual practices of their employees. This paper combines ideas from their seminal contribution with theories of ‘job crafting’ and identity to examine the agentic behaviour of employees in low-grade, ‘dirty work’ as they utilise their expertise and practices to (re)frame their occupational identities and challenge their prescribed job boundaries. The evidence for the paper comes from a qualitative study of hospital porters in the UK’s National Health Service. It argues that this combined theoretical approach provides a potential research and employment framework to challenge the abstracted and stereotypical conceptions of the expertise related to low-grade jobs.     

PEER AND TEACHER PREFERENCE,STUDENT–TEACHER RELATIONSHIPS,STUDENT ETHNICITY,AND PEER VICTIMIZATION IN ELEMENTARY SCHOOL

This research was supported, in part, by a grant from the National Institute for Mental Health (5R44MH07071‐03) awarded to Dr. Melissa E. DeRosier. Additional support comes from an Institute of Education Sciences post‐doctoral fellowship training award to the University of Florida (R324B1200002). The research was conducted at 3‐C Institute. The authors thank the staff and students of the Wake County Public School System in North Carolina for their cooperation and support in the implementation of this research project. In addition, the authors thank Drs. Janey McMillen, Natalie O'Brian, and Melanie Wilson for their invaluable efforts as project coordinators, as well as the many interns of the 3‐C Institute for their assistance in successfully completing this research project.     

Does gender matter in computer ethics?

Computer ethics is a relatively young discipline,hence it needs time both for reflection and forexploring alternative ethical standpoints in buildingup its own theoretical framework. Feminist ethics isoffered as one such alternative particularly to informissues of equality and power. We argue that feministethics is not narrowly confined to women's issues but is an approach with wider egalitarianapplications. The rise of feminist ethics in relationto feminist theory in general is described and withinthat the work of Gilligan and others on an ethic of care. We argue for the need to connect theory toempirical evidence. Empirical studies of gender andbusiness and computer ethics are reviewed. We noteconcerns with surveying a student audience, the issueof how far questionnaires and interviews can get tothe heart of ethical beliefs and problems ofperforming statistical analyses of quantitative data.Although we recognize them, our own small surveycannot avoid all these problems. Nevertheless byrefining our scenarios we are able to offer analternative reading of a hacking problem in terms ofan ethic of care thereby pointing a way forward forfuture research in computer ethics inspired byfeminist theory.     

The Benjamin Franklin Medal in Life Science presented to Judah Folkman

The Franklin Institute, Philadelphia, Pennsylvania awarded the 2001 Benjamin Franklin Medal in Life Science to Judah Folkman for his founding of the field of angiogenesis research and demonstration that angiogenesis is a necessary factor in the conversion of abnormal cells to malignant tumors.     

The role of gender constancy in early gender development

Kohlberg's (1966) hypothesis that the attainment of gender constancy motivates children to attend to gender norms was reevaluated by examining these links in relation to age. Ninety-four 3- to 7-year-old children were interviewed to assess whether and how constancy mediates age-related changes in gender-related beliefs. As expected, results indicated a general pattern of an increase in stereotype knowledge, the importance and positive evaluation of one's own gender category, and rigidity of beliefs between the ages of 3 and 5. Moreover, the stability phase, rather than full constancy, mediated some of these relations. After age 5, rigidity generally decreased with age, with relations primarily mediated by consistency.