Girls in science — An evaluation of one school's approach to the gender bias in science

Conclusions As the pilot project has only been in operation for one semester there are no profound statements that can be made. What we have at present is the base information for comparison of all data over the duration of the project. Cross tabulation of the data to date has begun. However it should be re-iterated here that there appears to be a lack of understanding by the parents' as to the reason for the all-girls classes at the school and that this situation may be due to the fact that in this school community we have the typical sex-stereotyping roles and attitudes existing. The big question is, Will this intervention strategy of single-sex science classes be effective in altering the girls views about what is appropriate for them to study or follow as a career?     

Combining issues of “girl-suited” science teaching,STS and constructivism in a physics textbook

This paper outlines the design of a physics textbook that addresses issues of gender-inclusive physics teaching, STS and constructivism. Difficulties of addressing these issues in a textbook for normal classes, which has to compete with other textbooks on the market will be discussed. Specializations: constructivist approaches in science education research and practice. Specializations: gender issues in science instruction. Specializations: primary education, integrated science. Specializations: STS, phenomenological oriented physics instruction. Specializations: peace education within science education.     

Job crafting by students who work and study

International Journal for Educational and Vocational Guidance - Informed by a self-regulatory perspective, we tested a model (N = 233) in which job (e.g., autonomy), person (e.g.,...     

Administration for innovation in higher education

The paper commences from the premise that the major paradigms of administration are not appropriate to higher education. Structural approaches place too great an emphasis on the organization and its mission, subjectivist approaches fail to acknowledge the constraints and enablements of structure and the role of continuity and radical change approaches fail to provide a positive basis for administration. The paper outlines an approach to educational administration which addresses these difficulties. It is based on structuration theory together with cooperative learning theory and group work. The paper reports an investigation of an attempt to apply this approach to the administration of a program of teaching awards in an Australian university. It reports some success and some limitations.Peter Ling is engaged in education quality assurance and educational development at the Royal Melbourne Institute of Technology. He is the President of the Victorian Branch of the Higher Education Research and Development Society of Australia. Dr. Ling's current research is in faculty responses to educational development activities. He holds M.Ed, and Ph.D. degrees from the University of Melbourne. Lorraine Ling is Chair of the Teaching Center at LaTrobe University, Melbourne, Australia. The focus of her research and publication is analysis of administrative systems in education. She has wide experience in schools and in teacher education. She has engaged in educational consultancy, including faculty development, in Australia, Europe, and Asia. She holds an M.Ed, from Deakin University.     

Development of student knowledge in competence-based pre-vocational secondary education

The purpose of this study was to gain insight into the development of student knowledge in pre-vocational secondary education schools which differ in the manner and extent to which they have implemented characteristics of competence-based education. The implementation of these characteristics was examined using a teacher questionnaire and the development of knowledge was investigated using concept mapping. The results showed that students developed slightly more knowledge in learning situations with fewer characteristics of competence-based education. The organisational characteristics of the learning situations were further found to be distinctive for the development of knowledge.