Citizenship and enterprise: issues from an investigation of teachers' perceptions in England and Hungary

We explore the perceptions of teachers concerning citizenship and enterprise in Hungary and England. Contextual matters are described and research methods outlined prior to a discussion of emerging issues. We argue that citizenship in both countries is understood broadly in terms of what it means to be human. The English teachers emphasized community issues and being socially active more often than those in Hungary. Hungarian teachers were less positive about state and civil society and more patriotic about their country. In both countries those in provincial towns (rather than those in capital cities) suggested a belief in the need for a greater adherence to rules. There was greater enthusiasm for citizenship education in primary rather than secondary schools in both countries. All teachers seemed wary about a form of enterprise education that relates directly to the economy and this was especially true for the Hungarian sample. Teachers in both countries, while recognizing the current emphasis on competition between and within schools, tended to characterize citizenship education as a constructive social enterprise (rather than an economic enterprise), in which young people are encouraged to explore problems and develop their initiative and capacity for action. All teachers favoured a collaborative and broad‐based pedagogical approach in which young people are allowed to explore social and political issues through dilemmas.     

数学深造班:数学是被发明的还是被发现的

在面向年轻人的数学教育中，人们几乎将全部的关注放在概念学习和技能发展上，很少为他们提供表达数学信念的机会。然而只要环境适宜，他们能够通过辩论提出极好的见解。本文描述了在提供住宿的环境下涉及10年级学生的一套7节训练课。     

Reviews

Chapman, L. John and Czerniewska Pam (Editors) (1978) Reading: from Process to Practice PUGH, A. K. (1978). Silent Reading – An Introduction to its Study and Teaching.     

A person-centred life in action. A perspective on my life and work

This is a personal perspective of the teaching experience of Haydn Davies. He has worked for 40 years as a teacher in Primary, Secondary, Further and Higher Education, delivering programmes, courses and lectures focused on social education, pastoral care guidance and counselling. He shares his conclusions about education and in particular identifies the work of Carl Rogers as offering the most important guiding principles. From these principles Haydn Davies has worked out a series of activities and outcomes that this article offers for others to explore.     

Eliciting student feedback for course development: the application of a qualitative course evaluation tool among business research students

Student evaluations of teaching and learning are playing an increasingly important role in the delivery of high-quality, student-centred education. Insights into student perceptions of their learning experience provide important information that can be used to inform course design and development. The majority of course evaluations take the form of quantitative surveys, but research suggests that a reliance on survey data alone can be problematic from a teaching and learning perspective. Qualitative course evaluations have been cited as a viable alternative to quantitative evaluations, but less research has been conducted into their efficacy when compared to quantitative evaluations. The study on which this article reports attempted to contribute to addressing this shortcoming by describing and assessing a novel approach to eliciting qualitative feedback from students in a research methodology course at a higher education institution in South Africa. Conventional content analysis was used to analyse the qualitative feedback received from students. The qualitative course evaluation approach was then appraised in terms of the degree to which it has the potential to overcome the shortcomings associated with quantitative course evaluations and the extent to which the information gathered could be used to improve the design and delivery of the academic programme.     

Chronic pain and health care utilization in women with a history of childhood sexual abuse

OBJECTIVE: This cross-sectional controlled study investigated the association between chronic pain, health care utilization and a history of childhood sexual abuse. SUBJECTS: Three groups, constituting 80 women in total, were studied (1) attendees at group therapy for individuals who had experienced childhood sexual abuse (n = 26); (2) Two control groups consisting of nonabused (a) psychiatric outpatients (n = 33); and (b) nurses (n = 21). SETTING: The setting was a university affiliated community and tertiary care hospital in London. Ontario. OUTCOME MEASURES: Each subject voluntarily completed questionnaires documenting history of childhood abuse, pain, psychological symptomatology and medical and surgical history. RESULTS: Sixty-nine percent of the women who had experienced childhood sexual abuse reported a chronic painful condition lasting more than three months, compared to 43% of the combined control groups (p = .026). Women who had experienced childhood sexual abuse reported a greater number of painful body areas (p = .003), more diffuse pain and more diagnoses of fibromyalgia (p = .013). They had more surgeries (p = .037), hospitalizations (p = .0004) and family physician visits (p = .046). CONCLUSIONS: Women with a history of childhood sexual abuse reported more chronic pain symptoms and utilized more health care resources compared to nonabused control subjects. Identification of such a history in the patient experiencing persisting pain may be the first step toward a successful combination of medical and psychosocial interventions.     

Toddlers' use of force against familiar peers: a precursor of serious aggression?

Possible precursors of serious aggression were identified in toddlers' use of force against peers. Instances of grabbing objects and hitting peers were recorded in a sample of 66 British 18- to 30-month-olds, observed at home with familiar peers and seen again 6 months later. Mothers rated aggressiveness in the context of other personality traits. Girls and boys did not differ in average levels of aggression, nor were they rated differently by the mothers. However, the observed rate of hitting peers and mothers' ratings of aggressiveness were stable over 6 months for girls, but not for boys. Toddlers who were especially sensitive to peers' possible intentions hit their peers more often. They were also more likely to use force proactively, 6 months later.