Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

One of the challenges facing the Early Years (EY) sector is how to encourage more male practitioners to counterbalance a largely feminised workforce. Using case studies of male trainees at different stages of their primary undergraduate Initial Teacher Training course at one university, we attempt to consider data why there is under-representation of men within the leadership strata in EY settings. Questionnaires and interviews were conducted with the male sample groups and male leaders in primary schools to gain an overview regarding gender stereotyping. Our findings suggest that male trainees enjoy working in the EY sector, but they need mentoring by strong leaders to help them overcome the perceived contextual barriers of male stereotypes in that setting. In conclusion, we consider some of these barriers of stereotypes, attitudes, values, beliefs existing and the actions needed in addressing such stereotypes if a long-lasting change is to happen.     

Busting the myth of gender bias: views from men and women primary-school trainees and teachers

We explore the ideology associated with gender equality that despite primary schools and initial teacher education (ITE) institutions doing all they can to recruit men into primary education, a huge gender imbalance still exists. We frame our study around the notions of gender equality and professional responsibility. Using a multi-case study approach, this inquiry examined views of men and women from 12 English primary schools and one ITE institution regarding the cause and effect of gender bias. Findings show a differentially large gender gap in the sample schools and that there is good practice where schools are successful in attracting and retaining men teachers. Implications of these findings suggest that leaders in primary schools need to take a more active role to help change and shape the perceptions of men teachers in education. We conclude that leaders also need to help close the teacher gender gap in schools and ITE institutions through collaborative dialogue.     

Effect of garlic (<Emphasis Type="Italic">Allium sativum</Emphasis> L.) extract on degree of hydration,fructose, sulphur and phosphorus contents of rat eyelens and intestinal absorption of nutrients

Influence of aqueous garlic extract on degree of hydration, fructose, sulphur and phosphorus contents of rat eyelens and intestinal absorption of nutrients were assessed. Inclusion of garlic extract in culture medium containing glucose and xylose inhibited the hydration of rat eyelens, whereas galactose evinced the reverse trend. Aqueous garlic extract in general decreased the concentration of fructose and phosphorus, whereassulphur concentration increased when rat eyelenses, were incubated with galactose and xylose. Garlic extract inhibited intestinal absorption of glutamic acid, sucrose and glucose to different extents. The rate of absorption of glutamic acid was found to be considerably higher than that of glucose and sucrose.     

Improving comprehension of expository text in students with LD: a research synthesis

This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual displays, mnemonic illustrations, and computer-assisted instruction) or cognitive strategy instruction (i.e., text structure, main idea identification, summarization, questioning, cognitive mapping, reciprocal teaching). Treatment outcomes are discussed in relation to the various instructional approaches, student characteristics (e.g., grade, IQ), instructional features (e.g., materials, treatment length), methodological features, strategy maintenance, and generalization components. Implications for classroom practice and future research directions are provided.