‘Bunking off’: The impact of truancy on pupils and teachers

There is widespread interest in the impact of unauthorised absence on pupil attainment, links with disaffection, exclusion from school and criminality. However, little is heard about what those who take unauthorised absence from school think that the effect has been on them; nor do we hear the voices of other pupils and their teachers. This article presents evidence from a one‐year study of absence in seven local authorities in England funded by the Department for Education and Skills. It defines ‘truancy’, explores some issues from existing literature on pupil non‐attendance, and presents evidence to show the impact that absence from school has on truants, other pupils and teachers. Finally, it suggests that although the greatest impact is on the academic and socio‐psychological development of persistent absentees, the attitudes and learning of other pupils and the workload and morale of teachers are also affected.     

ADOLESCENTS' COMPREHENSION AND CONTENT AREA EDUCATION STUDENTS' PERCEPTIONS: BENEFITS FROM ONE-ON-ONE TUTORING

In this research study the authors analyzed the effectiveness of content-area education students tutoring adolescents and documented changes in the attitudes of the education students over time. Tutors tested the reading comprehension of both the students they tutored (treatment group) and students they did not (comparison group). The authors used a repeated measures ANOVA to evaluate the effects of the tutorial program on reading for the two groups. The dependent variable was pre- and post-reading scores as measured by the Bader Reading & Language Inventory for both groups. The main effect was significant for the tutored group. In addition, the authors utilized the “preservice teachers' perception/attitude survey” using a Likert scale to document changes in the attitudes of the education students toward implementing literacy strategies within their content areas. To test the effects of the semester-long experience, the authors employed a repeated measures ANOVA to determine significance between the pre/post means. The authors' findings revealed that the semester's experience had a significant impact on the tutors' attitude mean; however, no significant differences pre to post were found among the various content majors.     

Negotiating Shame,Silence, Abstinence,and Period Sex: Women’s Shift from Harmful Memorable Messages about Reproductive and Sexual Health

Abstract

Early messages about reproductive and sexual health influence personal identities, health behaviors, and ongoing perceptions of sex and sexuality. Women are often socialized with negatively-valenced messages toward understanding their reproductive and sexual health. However, scholarship emphasizes a communicative approach for socializing intimate health behaviors and needs. The present study addresses the communication that prompts a shift in perception from early, harmful memorable messages to a more comprehensive perspective on sexuality. To do so, we qualitatively analyze open-ended survey responses from 191 women. Findings reinforce previous memorable message literature by revealing messages of shame, sex, abortion, childbearing, and fears of infertility. In addition, we extend the memorable messages construct by exploring how more positively valenced messages and individual moments of intervention redirect women in how they understand their intimate health and sexuality.     

Shifting the blame in higher education – social inclusion and deficit discourses

The principles of social inclusion have been embraced by institutions across the higher education sector but their translation into practice through pedagogy is not readily apparent. This paper examines perceptions of social inclusion and inclusive pedagogies held by academic staff at an Australian university. Of specific interest were the perceptions of teaching staff with regard to diverse student populations, particularly students from low socio-economic (LSES) backgrounds, given the institution's reasonably high proportion of LSES student enrolment (14%). A mixed-method approach was utilised: (i) in-depth interviews with a representative sample of academic staff and (ii) an online survey targeting all academic staff across the institution. The results point to the dual responsibilities of students and institutions in enacting inclusivity in order to move beyond reductive standpoints that simply apportion blame.     

The role of the teaching headteacher: A question of support?

This article reports findings from a study of 100 headteachers of very small Scottish primary schools. The main aim of the research was to follow up a sample of those schools that had participated in a larger study of all small schools in Scotland in 1996 to explore the role of the teaching headteacher. Evidence for this follow up study was collected from a postal survey and from interviews in nine case study schools. The research found that although the dual role of the teaching headteacher remained largely unchanged, pressures have increased while the available support is still perceived to be inadequate.