The Teenage Religion and Values Survey in England and Wales: an overview

The Teenage Religion and Values Survey was conducted throughout the 1990s among young people between the ages of 13 and 15 years. A total of 33,982 young people took part in the survey. As the next phase of this research begins for the twenty‐first century, this paper looks back at the survey conducted in the 1990s and considers two aspects of the research. First, this paper considers the methodology behind designing such a survey. Second, this paper considers some of the insights generated by the survey under five headings: personality, spiritual health, religious affiliation, belonging without believing and church‐leaving.     

Personality,conventional Christian belief and unconventional paranormal belief: a study among teenagers

A sample of 10,851 pupils (5493 males and 5358 females) attending Year 9 classes (13‐ to 14‐year‐olds) and a sample of 9494 pupils (4787 males and 4707 females) attending Year 10 classes (14‐ to 15‐year‐olds) in non‐denominational state‐maintained secondary schools in England and Wales completed questions concerned with conventional Christian belief and unconventional paranormal belief, alongside the short‐form Junior Eysenck Personality Questionnaire. The data demonstrated that conventional Christian belief and unconventional paranormal belief occupy different locations in relation to the Eysenckian model of personality in respect of the psychoticism scale and the lie scale. While conventional Christian belief is associated with lower psychoticism scores and higher lie scale scores (greater social conformity), unconventional paranormal belief is associated with higher psychoticism scores and lower lie scale scores (lower social conformity).     

Links between preschool children's prosocial skills and aggressive conduct problems: The contribution of ADHD symptoms

The aim was to examine the relationship between prosocial behavior and conduct problems, especially aggression, in early childhood. In Phase 1 of the study, teachers reported on 93 3–5-year-old children's prosocial behavior and psychological problems, using a screening instrument, the Strengths and Difficulties Questionnaire (SDQ). In Phase 2, 65 parents completed the SDQ and were interviewed in depth, using a clinical interview, the Preschool Age Psychiatric Assessment (PAPA). Children with clinically significant symptoms of conduct disorder and ADHD were significantly less prosocial than other children. However, aggressive conduct symptoms were unrelated to prosocial behavior, once symptoms of ADHD were taken into account. The findings suggest that problems in regulating activity and attention interfere with prosocial development.     

Editorial

As the incoming editorial team we would like to introduce ourselves to our readers. We are looking forward to doing all we can to further the high standard of the journal and its relevance as an international forum for sharing research and scholarship on teaching, learning and curriculum, and the conditions and policy environment of higher education that impinge on academic work. In an effort to ensure that our processes are efficient and transparent, we have revised the Notes to Contributors, which you will find on the back page. Next year the journal goes to four issues which will together form a somewhat larger volume, but will mean that each issue is smaller. The intent is to publish more frequently so that relevance and currency is enhanced. For this reason we will need to put more stress on observing the general rule that papers are to be 5000–7000 words in length. We are also committed to a more rapid turnaround time for submitted papers and have been working to streamline our management systems with the help of our able administrator, Karen Sanecki.     

Holding complexity and searching for meaning: Teaching as reflective practice

This paper explores differences between traditions in relation to teaching and learning. As a relative newcomer from the Anglo/American curriculum tradition, I seek to highlight the ways in which Central and Northern European tradition of Didaktik has offered a new dimension and fresh insights to the notion of reflective practice. In particular, the paper seeks to emphasize the significance of Klafki's notion of Didaktik analysis, with its focus on meaning and its aim to re-enact the rationale for subject matters. Against this background, teaching is seen as a moral and reflecting activity that is primarily concerned with a search for meaning.     

A care-infused market tale: on (not) maintaining relationships of trust in energy retrofit products

ABSTRACT

Issues of maintenance offer exceptional opportunities for advancing our understanding of how market-driven innovation can meet societal objectives for energy transitions. In this article, I present a case study of ongoing attempts by two spin-outs and one start-up to stabilise innovative socio-technical agencements – ‘customer journeys’ – designed to catalyse economic exchange of certain singular goods – energy retrofit products – in the Netherlands. This market-driven innovation relies on sustaining carefully crafted relationships of trust among supply-chain actants and homeowners. I mobilise the analytical lens of ‘care’ to show how the multiplicity of connections that form through socio-technical agencements – and function as a market – are tentative, contested, and unpredictable. Trust relationships are in a constant process of becoming through contestation and convergence among supply-chain actants. In doing so, I expose the precarious and arduous work involved in maintaining a market for singular public goods. This implies a knowledge politics as well: in a call to sensitise us, market scholars, to processes of maintenance integral to market-driven innovation for energy transitions I propose to advance Callon’s call to civilise markets by sharing troubled, though encouraging, care-infused market tales in an effort to counteract the storification of energy transitions as innovation fairy tales.     

Reconceptualising fair access to highly academically selective universities

Higher Education - The higher education regulator for England has set challenging new widening access targets requiring universities to rethink how merit is judged in admissions. Universities are...     

“Go Away”: Participant Objections to Being Studied and the Ethics of Chatroom Research

In this article we present an empirical study aimed at better understanding the potential for harm when conducting research in chatrooms. For this study, we entered IRC chatrooms on the ICQ network and posted one of three messages to tell participants that we were recording them: a recording message, an opt-in message, or an opt-out message. In the fourth condition, we entered the chatroom but did not post a message. We recorded and analyzed how subjects responded to being studied. Results of a regression analysis indicate significantly more hostility in the three conditions where we said something than in the control condition. We were kicked out of 63.3% of the chatrooms we entered in the three message conditions compared with 29% of the chatrooms in the control condition. There were no significant differences between any of these three conditions. Notably, when given a chance to opt in, only 4 of 766 potential subjects chose to do so. Results also indicate significant effects for both size and the number of moderators. For every 13 additional people in a chatroom, the likelihood getting kicked out was cut in half. While legal and ethical concerns are distinct, we conclude by arguing that studying chatrooms constitutes human subjects research under U.S. law, but that a waiver of consent is appropriate in most cases as obtaining consent is impracticable.