Desirable organisational masculinities: competition and entrepreneurialism in schools of construction in further education colleges

This article presents findings from a study of heads of construction schools within 14 further education colleges. Moving from a culture of hyper-masculinity, of tough, dirty work, construction lecturers and managers have to renegotiate their identity and work practices to become congruent with the inclusiveness of further education, leaving behind the aggression and discrimination embedded within the discourses and behaviours of the building site. However, they do bring with them desirable organisational masculinities, competitiveness and entrepreneurialism, that are highly valued by the contemporary college. The article presents findings of competitive and entrepreneurial practices in schools of construction and discusses the key role heads of construction play in bringing together multiple masculinities for the benefit of their school and their learners.     

Hanna Arendt: a political theorist on the theme of renewal in education

The article is about the writing of a political theorist, Hannah Arendt, on the subject of education. The two major themes of her work (the concept of public and private worlds and the idea of renewal) are described and related to educational questions. Two forces which help the educator to avoid conservatism or utopianism are the variety of mankind and the artist's and scientist's vision. The influence of these thoughts on the teacher's task is then studied with particular attention to Arendt's notion of responsibility. Other implications for educators are the understanding of the school as a social institution, implications for curriculum planning and the relationship between education and society. The essay ends by setting out Arendt's resolution of the paradox of preparing children with assurance for an unpredictable future.     

Frequency range size and the frequency range constraint in auditory perception by European starlings (Sturnus vulgaris)

We report data bearing on the ability of European starlings to generalize a serial auditory pitch pattern discrimination from one frequency range to another. In earlier research (e.g., Hulse & Cyrix, 1985), European starlings failed to generalize such a discrimination from one 1-octave range of frequencies to another 1-octave range above or below the initial training range. The starlings thus demonstrated a hitherto unknown phenomenon, thefrequency range constraint. In the present research, we first explored the frequency limits over which the range constraint might hold. The constraint was obtained after initial training in both a narrow (1÷2-octave) and a wide (3-octave) training range. The latter range encompasses a substantial portion of the entire frequency range audible to starlings. Therefore, the constraint is independent of the size of the training range. No known principles of stimulus discrimination or generalization account for the constraint. We also obtained further evidence on starlings’ sensitivity to relative pitch in auditory pattern perception. We used probe stimuli to explore pattern discrimination in narrow local regions of the wide frequency range. The probe data showed that, in spite of the frequency range constraint, the starlings were able to process pitch patterns on a relational basis. The results join earlier data indicating that both absolute and relative pitch processing may be involved in the natural auditory communication of songbirds.     

Teaching Now with the Living: A Dialogue with Teachers Investigating Contemporary Art Practices

The Education Departments of Tate Modern and Goldsmiths College collaborated with a group of teachers to find out what they understood by the term ‘contemporary art’ and to discover the conditions that enable contemporary art practices in the classroom. We explored questions with eleven teachers, from both primary and secondary schools, during the Autumn of 2004. Although the cultural/ethnic context of the schools the teachers worked within was diverse, they shared a commitment to working with contemporary art in the classroom and exploring new pedagogies in this field. Their engagement with contemporary art and their revealing and compelling experiences are documented, contextualized and summarized. Samples of the discussions form the substance of this article. This is preceded by an analysis of the success of socially‐orientated contemporary art in the wider global context and its contrast with the omission of these practices in many schools. Conclusions have been tentatively drawn about how the curriculum may be better served by the use of contemporary art, as well as the means by which new learning methods may be facilitated.     

Peace Education: Exploring Some Philosophical Foundations

Peace education has been recognized as an important aspect of social education for the past three decades. The critical literature as well as official documents, however, have given little attention to its philosophical foundations. This essay explores these foundations in the ethics of (1) virtue, (2) consequentialism, (3) aesthetics, (4) conservative politics and (5) care. Each of these alone composes a significant element of peace education, although ultimately its solid basis can only be established through an integrative approach encouraging a culture of peace. The more complete development and articulation of the philosophical rationale of peace education is yet to be accomplished and remains a task for the future.     

English language teachers becoming more efficacious through research engagement at their Turkish university

While it is generally recognized that teacher research can be a very beneficial form of continuing professional development (CPD), there is still relatively limited research available on the impact this activity has on teachers’ self-efficacy beliefs, which are of interest to educational psychologists because, while being open to constant change, these beliefs influence the way in which knowledge is transformed into action. There is also a relative lack of available research into how teachers develop as researchers; the processes whereby they gain practical knowledge and more positive self-efficacy beliefs in planning, conducting, analysing, presenting and writing up research require further exploration. This qualitative multi-case study addresses these issues, exploring the development of three in-service teachers of English on a foundation programme at a Turkish university. Findings reveal that engaging in CPD which directly benefited their learners helped all three teachers develop positive teachers’ self-efficacy beliefs and deeper practical knowledge in relation to the specific tasks that concerned them. Furthermore, from a starting point of having low self-efficacy beliefs in conducting practical research, which reflected their lack of prior knowledge in this area, they all became more efficacious as they gained research experience and developed practical knowledge of research. This study highlights the benefits, then, of helping teachers become more efficacious through CPD that engages them as knowledge-generators. Enthusiastic mentoring, autonomy support and the opportunity to present their research more widely all helped the teachers in this Turkish context to develop.     

Asking students their opinions of the learning environment: an empirical analysis of elementary classroom climate

There is currently a lack of research into classroom climate as perceived by the students themselves. This article presents a new classroom climate evaluation instrument which is designed to gauge student perceptions of their own level of engagement in academic activities, their relationships with peers, and the level of support they feel from their teachers. The Classroom Climate Index was pilot tested with a group of 105 elementary students aged 8–12. The pilot data were factor analysed, and the instrument was refined accordingly. Following the pilot test, the refined instrument was next administered to a larger sample of 2340 elementary students. Data from the comprehensive study were subjected to factor and reliability analyses, the results of which support the use of the Classroom Climate Index in measuring student engagement, supportive teacher behaviour, and collegial support from the student perspective.     

The second leg home advantage: Evidence from European football cup competitions

Abstract

The home advantage is a widely acknowledged sporting phenomenon, especially in association football. Here, we examine the second leg home advantage, an effect that is discussed in the public domain but which has received very little scientific attention. The second leg home advantage effect occurs when on average teams are more likely to win a two-stage knock-out competition when they play at home in the second leg. That is, both teams have a home advantage but this advantage is significantly greater for the team that plays at home second. Examining data from three different European Cup football competitions spanning 51 years, we show that the second leg home advantage is a real phenomenon. The second leg home team has more than a 50% probability to qualify for the next round in the competition even after controlling for extra time and team ability as possible alternative explanations. The second leg home advantage appears, however, to have decreased significantly over the past decade. Possible reasons for its existence and subsequent decline are presented.     

CHILDREN'S ATTITUDES TOWARD THE ELDERLY AND AGING

This article describes the attitudes of children aged 3 to 11 toward the elderly and what they think about the aging process. It examines the development of the ability to discriminate aging in people as defined in Piaget's theory. Education must reach children long before 6 years of age if it is to modify their perceptions of older people and to create positive images of aging.