Attitudes toward the level of men's involvement in abortion decisions

College students completed a questionnaire that assessed their attitudes toward the level of male responsibility in abortion decisions. Overall, both men and women thought that men should have some degree of involvement in the abortion decision. However, as expected by the first hypothesis, men indicated a desire for more responsibility in the abortion decision than women thought the men should have. A second hypothesis predicted women would feel more strongly than men that abortion was strictly a woman's issue. Contrary to the hypothesis, women tended to disagree that abortion was strictly a women's issue. Implications of the findings are discussed.     

Constructing a new KS3 curriculum at Brooke Weston CTC: a review and commentary

This paper reviews changes to the key stage 3 curriculum at a leading comprehensive school. The nature and practical concerns of the changes are described. These move beyond a fresh approach to content; they include issues about engaging students actively in learning for the future, planning around the school's distinctive ethos and expertise in ICT, and using curriculum as a vehicle for providing energy for new staff and heads of department to engage in learning leadership. Theoretical models of curriculum are examined to locate thinking at Brooke Weston CTC in a conceptual framework. The paper suggests that futuristic curriculum development resonates with some classical curriculum models that have been ignored over the past two decades of the National Curriculum.     

The Impact of Research on Policy: A Case of Qualifications Reform

The relationship between research and policymaking has been discussed repeatedly. However, the debate tends to be in general, abstract terms or from a macroeconomic perspective with any examples described in a fairly cursory way. Despite the inherent complexity of the research-policy interface, analyses tend to homogenise ‘research’ and ‘policy’ as coherent entities with discussions often focusing on products (research and policies) rather than on the relationships between producers (researchers and policymakers). Here, we take one piece of research on qualifications that has influenced policy rhetoric over the last 5 years. We trace the career of the research from its production in the late 1990s in order to understand the conditions of its dormancy, re-emergence and use over the ensuing years. The paper serves to document the case, which is important in its own right, but also proposes a typology of ways in which research gets adopted and adapted into policy.     

Getting there and staying in: first-generation indigenous students’ educational pathways into Chilean higher education

Drawing on a total of 26 life history interviews with indigenous students in higher education, the article examines the role of activating valued resources and personal strategies to navigate unequal pathways into higher education. In Chile, the historical inequalities for indigenous people’s access to higher education are beginning to be reverted, but these changes misrecognize ongoing disadvantages in regard to experiencing university life. Selection choices regarding the institution and course are based on restricted information sources and prior knowledge, whilst the capital required to succeed is heavily biased toward higher socioeconomic backgrounds. This notwithstanding, students’ transitions into higher education are marked by spontaneous adaptations to work routines, managing crises, and the activation of other resources for ‘staying in’. Emphasis is placed on the resilience expressed by these young people, as the first-generation from their families to access higher education, to negotiate cumulative disadvantages from low-quality educational establishments and poverty.     

Challenging teacher beliefs about student engagement in mathematics

This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers’ classrooms reveal variations in their reactions to the professional learning experiences. Teacher responses were mediated by personal and contextual elements including teacher efficacy beliefs, teacher confidence in mathematics and their conceptions of student engagement. Theories of teacher conceptual change are used to account for variations to teacher beliefs.     

Modeling of a Sn-Based HTM-Free Perovskite Solar Cell Using a One-Dimensional Solar Cell Capacitance Simulator Tool

Tin(Sn)-based perovskite solar cells(PSCs) have received increasing attention in the domain of photovoltaics due to their environmentally friendly nature.In this paper,numerical modeling and simulation of hole transport material(HTM)-free PSC based on methyl ammonium tin triiodide(CH₃NH₃SnI₃) was performed using a one-dimensional solar cell capacitance simulator(SCAPS-1D) software.The effect of perovskite thickness,interface defect density,temperature,and electro...