教育与经济增长

本文首先回顾了近年来关于经济增长影响因素的文献,特别探讨了教育在其中的作用。然后,估计了一个关于增长的综合模型,并就其稳健性进行了跨国检验。最后,据此得出了政策性建议。     

A Qualitative Inquiry of Social and Emotional Support for Students with Persistent Concussion Symptoms

ABSTRACT

Students who sustain concussions often struggle with social and emotional symptoms. Such symptoms can interfere with students’ academic performance, relationships, and overall sense of well-being. This qualitative study involved interviews with eight adolescents and young adults who sustained concussions as youths and experienced significant social and emotional symptoms; six of the participants’ parents were also interviewed. Grounded theory methodology was used to code the data, construct categories and identify themes, and develop a theoretical model of students’ post-concussion social and emotional issues and potential sources of support. Categories of issues emerging from the interviews included anxiety/stress, depression/sadness, interpersonal difficulties/isolation, and irritability/moodiness. An exploration of barriers and facilitators of recovery revealed themes related to: factors at school, factors at home, medical care, and level of involvement with sports and athletic personnel. The theoretical model highlights important areas for development in school-based consultation to ameliorate students’ post-concussion social and emotional symptoms.     

Gender and attitudes towards religious education in the primary school

A detailed questionnaire containing a range of questions to assess perceptions of RE and worship was completed by 361 of the 577 primary school head teachers employed by the Ceredigion, ­Carmarthenshire, Pembrokeshire, Swansea, Newport and Cardiff Local Education Authorities. While the degree of support for both religious education and worship was found to be similar for both male and female head teachers significant differences emerged between their views regarding related issues. The findings suggest that structural location theory and gender orientation theory shed some light on the differences in perceptions between male and female head teachers. The ­suggestion is made that these theories might also help to explain why a career in primary school teaching is more likely to appeal to females than males.     

Instructions for Authors

Instructions for Authors

Instructions for Authors     

Instructions for Authors

Instructions for Authors

Instructions for Authors     

Is Schooling a Risk? Gender,Power Relations,and School Culture in Uganda

This article relates a study of AIDS education in Uganda which used an ethnography of school culture to explore the contradictions in curriculum intervention. The school was found to be a site of an extensive set of gendered practices which constituted a risk in themselves in terms of sexual health. Four forms of control are examined in this article: hegemonic masculinity, gendered discipline patterns, sexual harassment and 'compulsory' heterosexuality. Male domination and power imbalances in the school encouraged attitudes and practices with regard to sexual relationships which negated the official messages of the AIDS curriculum.