The Development of Occupational Sex‐role Stereotypes,Occupational Preferences and Academic Subject Preferences in Children at Ages 8, 12 and 16

This paper reports data from a questionnaire‐based UK study aimed at examining occupational sex‐role stereotypes and occupational preferences of male and female pupils at three ages. Data were collected from 594 children in total (108 8‐year‐olds, 307 12‐year‐olds and 177 16‐year‐olds) who responded to questions that asked for their views on who (males, females or both) should perform certain occupations and how much they would like to have each of the occupations as their career. The children were also asked to indicate their favourite school subject. Analysis indicated that the youngest age group held significantly more stereotyped views regarding who should perform certain jobs than the older children and that, generally, boys sex‐typed appropriateness of occupations to a significantly greater degree than girls, although this difference was not significant in the youngest age group. Furthermore, analysis of the occupational preference ratings revealed significant differences between male and female subjects for many occupations, with higher ratings generally being awarded to stereo‐typically gender‐appropriate careers. Significant differences between the three age groups were also observed in the preference ratings for many occupations, with a tendency for the majority of occupations to be perceived less favourably with increasing age of respondent. Finally, school subject preferences were considered. No consistent or stable pattern of preference emerged for males and females across age‐groups, confirming recent suggestions that gender stereotyping of school subjects is weakening.     

Business Planning for Higher Education Institutions

Business planning is now an essential discipline for universities, polytechnics and colleges. Those which do not already have a corporate strategy will find they have to develop one in order to succeed in the new funding competition. The skills and attitudes required for successful business planning will have to be acquired and exploited alongside traditional academic strengths. In this article two management consultants who know higher education well explain how institutions can develop and benefit from a structured approach to business planning.     

Training preservice teachers to analyze and evaluate textbooks

Learning how to evaluate reading texts should be an important part of preservice training. This study used a simulated textbook selection process to compare differences in the consistency of experimental and control groups in evaluating textbooks. The experimental groups, who were required to define their criteria operationally, were more consistent in their evaluations than the control group, who used traditional checklists. Jacqueline C. Comas is assistant professor of education at the University of Florida in Gainesville where she teaches courses in language arts and children's literature. She is a former classroom teacher, has served as a reading consultant, a reading/language arts supervisor, and has worked with textbook adoption committees for the improvement of instructional materials since the late 1970s.     

The effect of altered pitch length on performance and technique in junior fast bowlers

The aim of this study was to assess the effect of pitch length (20.12 m [full length], 18 m and 16 m) on the fast bowling performance and technique of junior cricketers. Performance measures included ball release speed and accuracy, while technique variables evaluated were those shown to be related to the aetiology of lower back injury. Thirty-seven fast bowlers from the under-11 (n=14), under-13 (n=11) and under-15 (n=12) age groups were filmed bowling five deliveries at each of the above pitch lengths. Two synchronized NAC video cameras operating at 200 Hz permitted three-dimensional reconstruction of the hip and shoulder alignments, while a standard digital video camera operating at 50 Hz (positioned perpendicular to the bowling action) was used to measure front knee angle and ball release speed. Accuracy scores were taken from a zoned target at the batsman's stumps. A two-way analysis of variance with repeated measures (with age and pitch length as the between- and within-participant variables, respectively) was used to compare each age group at the 0.05 significance level. Results showed that accuracy improved in all age groups at shorter pitch lengths, although ball velocity remained constant throughout all trials. Shoulder counter-rotation increased significantly for the under-13 bowlers when bowling on the full-length pitch in comparison with the two shorter lengths. Counter-rotation also increased on the full-length pitch in the under-11 age group, although this increase was not significant. The under-15 bowlers' techniques did not change as pitch length increased. As under-11 and under-13 bowlers adopted a "safer" bowling action with superior accuracy on the 18?m compared with the full length pitch, it was concluded that these age groups should bowl on an 18?m pitch to reduce the likelihood of lower back injuries and improve accuracy.     

Male vulnerability to reading disability is not likely to be a myth: a call for new data

Whether boys are more vulnerable than girls to reading disabilities (RD) is controversial. We review studies that were designed to minimize ascertainment bias in the selection of individuals with RD. These include population-based studies that identified children with RD by objective, unbiased methods and studies that examined the gender ratios among the affected relatives of those diagnosed with RD. We conclude that even when ascertainment biases are minimized, there is still a significant preponderance of boys with RD, although the gender ratio of the affected relatives of those with RD manifests the weakest male bias. Furthermore, we demonstrate that potentially confounding factors such as attentional or neurological problems, race, IQ, and severity of RD cannot account for the observed gender bias. We end with a clarion call to future researchers to (a) consider analyzing gender differences by means of more than one definition of RD, (b) compare gender ratios when boys and girls are ranked against the performance of their own gender as opposed to an average across genders, and (c) report group differences in variability and effect sizes of obtained gender ratios.