Educators’ responses to policy concerns about the gender balance of the teaching profession in Scotland

Concepts of gender equity are changing and the necessity of actively developing a fairer gender balance is now enshrined in the Gender Equality Legislation implemented in 2007 that required public bodies to positively promote equality. This study examines, from the perspectives of educators, their understandings of gendered inequalities in teaching and the issues that they raise for the profession. Overall, respondents did not see the numerical domination of women as a problem but instead they saw the benefits of maintaining the diversity of the teaching profession, since all pupils could benefit from the range of interests and attributes offered by both women and men. Respondents were both embracing and disputing popular discourses about the gender balance in teaching but argued strongly that there should be no discriminatory barriers to the profession. It is concluded that a policy approach to gender equality should address the material and social disadvantage experienced by those working in female‐dominated professions like teaching and this would ensure people would be enabled to exercise gendered preferences without penalties or unfair advantages in income or status.     

The relationship between the level of bullying in primary schools and children’s views of their teachers’ attitudes to pupil behaviour

It is known that the incidence of bullying reported by primary school children varies greatly between schools. It has also been shown that schools in which staff express a greater level of concern with managing the problem generally experience lower levels of bullying. This study examines the children’s, rather than the teachers’, views about the level of care and attention which the teachers pay to issues relating to behaviour and the social organisation of their school. It is shown that the children’s views are a good indicator of the frequency of bullying that will be found in that school.     

Nature,Nurture, and Perceptions of the Classroom Environment as They Relate to Teacher‐Assessed Academic Achievement: A twin study of nine‐year‐olds

Although prior research has examined children’s perceptions of the classroom environment as related to academic achievement, genetically sensitive designs have not been employed. In the first study of its kind for the primary school classroom environment, data were collected for 3,020 pairs of nine‐year‐old identical and fraternal twin pairs in same and different classrooms on their perceptions in six domains: social integration, opportunity, adventure, general satisfaction, negative affect, and teachers. Data were also collected for teacher‐assessed academic achievement (ACH). Modest genetic influence was found for children’s perceptions of the classroom environment: an average of .33, .06, .25, .27, .19, and .20 of the variance, respectively. Non‐shared environment played a more influential role, accounting for an average of .58, .78, .64, .60, .69, and .65 of the variance, respectively. Negative affect, adventure, social integration, and opportunity were significantly, albeit modestly, associated with ACH. Results suggest that perceptions of the classroom environment are driven primarily by child‐specific experiences, and that such perceptions, although experientially important, are less important for ACH.     

Library links on medical school home pages

The purpose of this study was to assess the websites of American Association of Medical Colleges (AAMC)-member medical schools for the presence of library links. Sixty-one percent (n?=?92) of home pages of the 150 member schools of the AAMC contain library links. For the 58 home pages not offering such links, 50 provided a pathway of two or three clicks to a library link. The absence of library links on 39% of AAMC medical school home pages indicates that the designers of those pages did not consider the library to be a primary destination for their visitors.     

Serum markers for early diagnosis of non-‘Q’ wave and ‘Q’ wave myocardial infarction

The present study conducted on twenty-five uncomplicated cases of acute myocardial infarction diagnosed by clinical and electrocardiographic findings indicated significantly increased level of cardiac Troponin-T and increased activities of the enzymes total creatine kinase, creatine kinase-MB, aspartate transaminase and lactate dehydrogenase as compared to the twenty-five healthy control subjects. The level of cardiac Troponin-T and the activities of the enzymes total creatine kinase, creatine kinase-MB, aspartate transaminase and lactate dehydrogenase was found to be higher in “Q” wave myocardial infarction patients as compared to the non-“Q” wave and the controls. Since cardiac Troponin-T has been shown to increase in unstable angina and renal failure without cardiac disease and creatine kinase-MB activity has been found to be normal in patients with unstable angina and increase very slightly in patients with renal failure, it was concluded that a combination of cardiac Troponin-T and creatine kinase-MB activity was sufficient for the early diagnosis of acute myocardial infarction.     

A genetically sensitive investigation of the effects of the school environment and socio‐economic status on academic achievement in seven‐year‐olds

Although it is well established that school characteristics (SCH) and socio‐economic status (SES) are associated with academic achievement (ACH), these correlations are not necessarily causal. Because academic achievement shows substantial genetic influence, it is useful to embed such investigations in genetically sensitive designs in order to examine environmental influences more precisely by controlling genetic influence on ACH. In the first study of this kind for academic achievement, data were collected for 1,063 same‐sex pairs of seven‐year‐old MZ and DZ twins for teacher‐assessed ACH, UK statistics on SCH, and parent‐reported SES. Exclusive of genetic influence on school achievement, shared environment (environmental influences that make siblings similar) accounts for 12% of the variance in academic achievement. SCH accounts for 17% and SES accounts for 83% of this shared environmental variance. Exclusive of genetic and shared environmental influence including SCH and SES, nonshared environment (environmental influences that do not make siblings similar) accounts for 19% of the variance in academic achievement. The importance of nonshared environmental influences on academic achievement leads to the question of what these child‐specific experiences might be that are not shared by children in the same family, school, and classroom.