Primary School Boys' Identity Formation and the Male Role Model: An exploration of sexual identity and gender identity in the UK through attachment theory

This paper questions the concept of feminisation which has been invoked by some commentators to explain the widely reported difficulties with boys. Its focus is upon primary schooling, and the point is made that a literature dominated by the consider ations of adolescence and secondary schooling has underestimated the degree to which younger boys are socialised into the norms of hegemonic masculinity. Attachment behaviour theory is used as the framework for analysis, and a detailed study of a primary school provides evidence for the central contention that peers, rather than teachers, are the main role models for boys. The discussion is therefore critical of the notion that an increased number of male teachers who will act as role models has any serious purchase in tackling the problems of boys' identity formation. The paper identifies a number of weaknesses in the conceptualisation of 'the problem with boys' and points out the degree to which homophobic and sexualised bullying is a largely unrecognised issue in primary schools. The conclusion is that such issues need to be tackled in the light of an understanding of the significance of peer attachments.     

Does Russia need sex education? The views of stakeholders in three Russian regions

Objective To investigate the attitudes of the main stakeholders towards the introduction of sex education in schools in Russia.

Design Qualitative semi-structured interview study.

Setting Altai Krai, Volgograd Oblast, Moscow, Russian Federation.

Participants One hundred and fifty-three interviews with Intersectoral HIV/AIDS Committee members, government officials responsible for HIV policies and interventions, non-governmental organisation and private-sector representatives.

Main outcome measures Perception of and attitudes towards the introduction of sex education in schools.

Results Ninety-one per cent of stakeholders welcomed the introduction of sex education in schools and emphasised its importance for a child's personal development, public health, sexually transmitted diseases and HIV/AIDS control, and pregnancy planning. The majority of respondents suggested providing different information for each age and grade. Despite the claimed support of interviewed policy-makers and main HIV stakeholders, there has been no action to introduce sex education. The majority of respondents were of the view that wider positive support through propaganda about health, sex and healthy lifestyle should be gained prior to introducing sex education in schools by addressing the stigma surrounding sexual issues.

Conclusions There was little opposition to the introduction of sex education in Russian schools expressed in our survey, but there are uncertainties regarding curriculum quality, teaching methods and the starting grade of teaching about sex, and there is a need to cover local sensitivities in the territories. These concerns could and should be addressed during curriculum design, development and programme implementation by the federal and local authorities. Wider involvement of educational specialists, peer-adults, health workers, celebrities and religious representatives in discussion of the curriculum could help prevent opposition to its implementation.

Contribution to knowledge Discussion of sex-related topics has been taboo in Russia and there has been little research into opinions on issues related to sex education. The contribution of this research is in gaining theoretical in-depth understanding of the attitudes of the interviewed stakeholders in Russia about the introduction of sex education in schools.     

The dramaturgy approach to education in nature: reflections of a decade of International Vacation School Lipnice courses,Czech Republic, 1997–2007

This paper provides an auto-ethnography or narrative of self related to the development of international experiential education programmes in nature developed by Vacation School Lipnice (VSL) in the Czech Republic. The paper provides the cultural background that influences the course design and provides examples, through participant observation, of the international development of VSL's Intertouch courses over the past decade (1997–2007). VSL is a non-profit, non-governmental organization of about 100 active members—volunteers coming from all over the Czech Republic, Slovakia, and other countries. Since 1991 VSL has been a member of Outward Bound International, a global experiential education organization. The aim of the VSL courses is to provide ways for further development of the capacities of body and mind using the ‘dramaturgy’ approach to course design, which brings together the distinct elements of art, music, drama and adventure. Courses consist of body-and-mind challenging activities, creative art workshops, discussions and contemplations. Dramaturgy goes beyond traditional interpretations of adventure training, allowing for the integration and balance of physical, social, creative and reflective/emotional ‘waves’ that can change according to the needs of the group. The concepts presented aim to provide examples for creative programming practice and applications to develop more holistic outdoor and experiential courses for youth and adults globally.     

Teacher professional development through curriculum development: teachers' experiences in the field trialling of on-line curriculum materials

ABSTRACT

This paper, which arises out of wider Economic and Social Research Council (ESRC) funded research, examines the provision of information technology in ten British secondary schools. The longitudinal nature of the research allows us to test a model proposed by Wellington, which describes the evolution of information technology in secondary schools from a vertical to a horizontal approach, against the data from the ten schools. We explore tensions between vertical and horizontal approaches and show that the evolutionary process is more complex than suggested by the model. We focus on the role of the information technology co‐ordinator in promoting horizontal approaches to information technology and explore the conditions under which the role is carried out.     

Students’ perceptions of instructors’ socio‐communicative style and the influence on instructor credibility and situational motivation

This study investigated whether instructors with different socio‐communicative styles differed in their students’ perceptions of their credibility and their students’ Situationen motivation. Students (N = 260) completed a questionnaire on the class/instructor they had immediately before their current class. The questionnaire consisted of measures of assertiveness, responsiveness, credibility, and situational motivation. Instructors with the socio‐communicative style of competent were perceived highest in all three dimensions of credibility (expertise, character, and caring) and in students’ situational motivation. Instructors classified as noncompetent were perceived as lowest in caring and expertise, while instructors classified as aggressive were perceived as lowest in character. Additionally, situational motivation was positively correlated to all three dimensions of credibility. The results support the importance of instructors being able to display assertive and responsive communication behaviors.     

The Information Commons: A Platform For Innovation

ABSTRACT

Information Commons have successfully served as platforms for innovations in facilities and service programs within libraries over the past 2 decades. In this article, the author makes a series of points concerning the significance and meaning of the Information Commons as a trend, including the strength of the concept as a bridge between the past and future of libraries, limitations in perceptions concerning Information Commons, and the ways that the trend may play out in the future.     

Teaching and learning floating and sinking: A meta-analysis

Floating and sinking (FS) is a key topic in science education, both at primary and secondary levels. The interpretation of FS phenomena, however, is challenging due to the difficulty of the scientific concepts and explanatory models involved (e.g., density, buoyancy), along with students' everyday experiences, which conflict with scientific explanations. Consequently, many studies over the last few decades have investigated how FS could be taught effectively to students of different ages while utilizing multiple teaching approaches. This meta-analysis summarizes findings from 69 intervention studies on teaching FS conducted between 1977 and 2021. Over all studies, we estimated a mean effect size of g = 0.85 (95% CI = 0.71, 0.99). This large effect size demonstrates that, although FS is a challenging concept, teaching FS is effective even in elementary school. Moreover, in a moderator analysis, we investigate the effect of intervention characteristics, students' age, as well as study design, and assessment features on the mean study effect size. To analyze the effect of these moderator variables, we use a three-level hierarchical meta-regression model for dealing with multiple effect sizes from single studies. We found two intervention characteristics that explain variance in study effect sizes: longer lasting interventions result in larger effect sizes and interventions where hands-on experiments are applied are more effective than those utilizing virtual experiments. Furthermore, studies with a treatment-control group comparison have significantly smaller effect sizes than studies with a pre-post design. We discuss the implications of our findings regarding the moderator variables for effective teaching of FS and further research on FS.     

Bookstores and Other Book Sources

Ruth Adler's A Day in the Life of the New York Times (Philadelphia: J.B. Lippincott, 1971—$6.77)

Les Daniels and The Mad Peck, Comix: A History of Comic Books in America (New York: Outerbridge &; Dienstfrey, 1971—$7.95)

75 Years of the Comics (Boston: Boston Book and Art Co., 1971—$9.95)

International Newspapers from University Microfilms (Ann Arbor, Michigan: University Microfilms, 1971—free on request, paper)

Chilton R. Bush (ed.) News Research for Better Newspapers (New York: American Newspaper Publishers Association Foundation, 750 Third Ave., 1965-date (annual), $2.00 or $3.00 each (set of last five volumes available for $10.00), paper)

Maurice F. Tauber and Hilda Feinberg's Book Catalogs (Metuchen, N.J.: Scarecrow Press, 1971—$15.00)

Martin E. Dann (ed.) The Black Press: 1827-1890 (New York: Putnam, 1971—$7.95)     

Telecommunications (non-broadcasting)

Martin C.J. Elton, William A. Lucas, and David W. Conrath, eds. Evaluating New Telecommunications Services (New York: Plenum Press, 1978—$59.50)

Harold Issadore Sharlin, Lord Kelvin: The Dynamic Victorian (University Park: Pennsylvania State University Press, 1979 —$16.00)     

Reference

TELECOMMUNICATIONS SYSTEMS AND SERVICES DIRECTORY —ISSUE TWO, edited by John Schmittroth Jr. and Martin Connors (Detroit, Mich.: Gale Research, 1984--$170.00 for the first edition, being issued in three parts, paper)

THE BOOK PUBLISHING ANNUAL: HIGHLIGHTS, ANALYSES & TRENDS (New York: R.R. Bowker, 1984---$49.95)

THE COMPUTER AND BUSINESS EQUIPMENT INDUSTRY MARKETING DATA BOOK (Computer and Business Equipment Manufacturers Association, 311 First Street, N.W., Washington, D.C. 20001--price not given, paper)

THE SOCIAL AND ECONOMIC IMPACT OF VIDEOTEX, TELETEXT AND COMPUTERS: AN ANNOTATED BIBLIOGRAPHY, by Roberto Valdez, et al., and THE SOCIAL AND ECONOMIC IMPACT OF TELEPHONES by Elena Pernia, et al. (Honolulu, Hi.: East-West Center, 1984--price not given, but cost covers reproduction and postage, paper)

WHAT'S IN PRINT: THE SUBJECT GUIDE TO MICROCOMPUTER MAGAZINES, by W.H. Wallace (Blue Ridge Summit, Pennsylvania: TAB Books, 1984--price not given, paper)

DICTIONARY OF NEW INFORMATION TECHNOLOGY ACRONYMS, by M. Gordon, et al. (London: Kogan Page/Detroit: Gale Research, 1984--$56.00)

THE VIDEOTEX MARKETPLACE (Bethesda, Md.: Phillips Publishing, 1984--$97.00, paper)

A VIDEOTEX/TELETEXT BIBLIOGRAPHY (Videotex Industry Association, 1901 Ft. Myer Drive, Suite 200, Rosslyn, VA 22209--$25.00, paper)

AUDIO VIDEO MARKET PLACE: A MULTIMEDIA GUIDE 1984 (New York: R.R. Bowker, 1984--$45.00 paper)

THE INTERACTIVE CABLE TV HANDBOOK (Bethesda, Md.: Phillips Publishing, 1984--$97.00, paper)

COMPUTERIZED LITERATURE SEARCHING: RESEARCH STRATEGIES AND DATABASES, by Charles L. Gilreath (Boulder, Colo.: Westview, 1984--$25.00)