Extended review

This paper is a theoretical effort to support but complicate critiques of disaster capitalism and neoliberal strategies to profit from public education. We put into conversation a discursive analysis following Michel Foucault and a spatial analysis following Henri Lefebvre that focus on monumentalized disasters. We argue that neoliberalism carries out its agenda of privatization through public spaces that are never fully dismantled. We draw on empirical research into spaces that exemplify the usefulness of our reading of neoliberal privatization, including aspects of post-Katrina New Orleans and a more thorough case study of a pre- and post-earthquake Haiti and its highly privatized education system.     

GERONTOLOGICAL INTEREST AND OPINIONS OF HEALTH CARE PROVIDERS

The purpose of this study was (1) to examine and analyze the opinions and interests in geriatrics, gerontology, and older people of physicians, registered nurses, and dentists; and (2) to make comparisons of the expressed interests and opinions between the three groups of practitioners. The instrument consisted of two parts, demographic information and 22 questions regarding the interest and training in geriatrics/gerontology and opinions of the health needs of the elderly. From the results obtained in this study implications for the future training of health care providers are discussed.     

Young people's views of sex education: gender,information and knowledge

This paper derives from research that had the aim of understanding more about adolescents' views of sex education and adolescent sexuality. The data are taken from three separate pieces of research conducted in 1984, 1998 and 2003. This paper presents data about gender, information and knowledge relating to sexuality. It seeks to demonstrate that attitudes to information and knowledge vary significantly with gender. The data suggest that many adolescents we studied were offered different access to information about sex and sexuality in their families. The argument is that this has impact on the sources of information that they rely upon and prefer. We investigate the underlying issues about the ways boys obtain not only information about sex, but also their attitudes to sexual encounters. Sources of information and counselling about sexuality varied with gender. Boys and girls were exposed to different kinds of experience, in which information about sexuality and messages about desire also vary. Home and intimacy with parents, especially mothers, is important for many, although not all, girls in a way it is not for boys. This indicates a picture of boys learning about sex and sexuality in ways that by and large do not include adults, or more especially trusted adults, and where there appears to be some elements of exclusion from the family. This has important implications for sex education programmes, and may offer us insights into why the boys resist school sex education work.     

Philosophy: A Special Place in the Liberal Arts

Abstract

A comprehensive model of the dynamics of one-on-one teaching is described. Adoption of specific teaching styles is influenced by the learning styles of students; the interest in faculty to build interpersonal relationships with learners; teacher need to control the task; the capability of students; and situational constraints. In clinical settings, thesis work, and other areas, faculty preferred the use of Personal Model, Facilitator, and Delegator teaching styles. Relative to classroom teaching, these styles were used more frequently and the Expert and Formal Authority Styles were less prominent. This is consistent with the goals of one-on-one teaching to develop the ability of learners to work independently.     

Floating on the fringe: College of education students’ discourse about diversity

Abstract

This phenomenological research study focused on how education students perceived diversity in their academic lives, as well as the language they used when they talked about diversity. Focus groups with 36 undergraduate and graduate students in a college of education were conducted to explore these areas. Three themes were identified through a two-phase analytical approach. These were: (a) limited or inconsistent exposure to diversity at the college; (b) instances of othering and exclusion that took place in various spaces; and (c) divergent ways of talking about the diversity climate. The article concludes with a renewed call for increased attention to diversity in colleges of education.     

A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools

Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the Incredible Years Teacher [Classroom Management] programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n?=?217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers’ classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated.