More than Just Worksheets?: A Study of the Confidence of Newly Qualified Teachers of English in Teaching Personal, Social and Health Education in Secondary Schools

This paper addresses concerns regarding the preparedness of newly qualified teachers to deliver Personal, Social and Health Education (PSHE) in the United Kingdom in relation to the training received during Initial Teacher Education and through early Continuing Professional Development. The paper is situated not only within a context where OfSTED has questioned the adequacy of some non-specialist PSHE teachers but also one where, due to a range of social and health concerns centred on young people, schools and teachers are being expected to play an increasingly important role in the social and health education of their pupils. As such, PSHE is increasingly seen as important across all curriculum areas. This paper relates specifically to the confidence of trainee and newly qualified teachers of English in teaching PSHE in secondary schools in the United Kingdom. Drawing on questionnaire data collected from recent Professional Graduate Certificate in Education graduates, the paper suggests that trainee and newly qualified teachers have the skills and knowledge drawn from their main subject (English) to deliver PSHE; however, many lack confidence and awareness to acknowledge these skills. The paper suggests that this situation may be addressed through increased opportunity to deliver and receive feedback on PSHE teaching during initial teacher training.     

Taking Students Seriously: Their rights to be safe at school

In a broader study of students' rights at school, high school students in New Zealand were asked about whether gay/lesbian/bisexual students would feel safe at their school. Data are reported from a nationwide survey of 107 high schools involving 821 students (aged 15-16 years) and 438 staff who responded to a questionnaire. The article focuses on how students and staff describe attitudes to lesbian/gay/bisexual students, and identifies the most prevalent discourses, including a counter-discourse of acceptance. Although attention to a discourse of acceptance risks the effect of undermining the implications of extreme violence against lesbian/gay/bisexual students, it also challenges the pervasive construction of lesbian/gay/bisexual students as victims. The authors argue that attention to discourses of acceptance might open up further discursive and material strategies for working towards the safety of all school students, including lesbian/gay/bisexual students.     

建设性新闻:一种正在崛起的新闻形式——对凯伦·麦金泰尔的学术访谈

目前,新闻主要被负面和冲突的框架主导.本访谈围绕国外主流媒体兴起的建设性新闻进行理论的探讨.文章厘清了学术界和业界对方案新闻、好新闻、幸福新闻、恢复性新闻等概念的误读与理解偏差,首次提出建设性新闻概念.对建设性新闻的积极心理策略的运用、传媒实践、研究现状、学科建设、发展趋势等问题进行剖析,并指出建设性新闻将为新闻学研究和实践提供新的范式.     

AN INVESTIGATION OF THE COGNITIVE CORRELATES OF TEST-WISENESS 1,2

Gibb (1964) defined test-wiseness (TW) as the ability to respond advantageously to multiple-choice items containing extraneous clues and therefore to obtain credit without knowledge of the subject matter being tested. This study investigated TW in a sample of 6th grade pupils. A test instrument was developed utilizing fictitious material similar to the strategy employed by Slakter, Koehler & Hampton (1970). The study examines the cognitive correlates of TW through the interpretation of correlational matrices. The results lend support to the notion that TW is not a general trait, but rather is clue-specific.     

Comparing England,Scotland, Wales and Northern Ireland: The case for 'home internationals' in comparative research

The differences among the four education systems of the UK are often perceived as a nuisance by comparative researchers. This paper argues that they are also an opportunity. It describes the four systems and summarises their similarities and differences. It then presents five reasons for giving 'home international' comparisons a more prominent role in comparative research. These are, respectively: their potential contribution to theoretical debates; specific differences among the four systems, which touch on core problems of educational research; the practical value of home international comparisons; their potential for policy learning; and the relative ease of conducting them.     

失去的父亲

作为一个在战斗中牺牲的士兵的女儿,我非常担忧成长于被战争撕裂的家庭的这一代人。看着从伊拉克传来的伤亡名单的不断增加,我在想那些因此丧失父亲或者母亲的孩子的数目。我想到了:一个四年级的孩子,在课间休息时孤零零地站在那里,努力地回想着她的爸爸的声音;一个哭泣的新娘,独自地走过教堂的通道,她多希望她的父亲能护送她走过每一步啊;还有那些尚未出生的婴儿,他们的记忆还未形成。