Answering Back exposes the volatility of gender reform in many different schools and classrooms. It tells stories in close up and from below, allowing everyone to talk: anxious boys, naughty girls, cantankerous teachers, pontificating principals and feisty feminists. This book challenges many sacred ideas about gender reform in schools and will surprise and unsettle teachers and researchers. It draws on a deep knowledge of gender issues in schools and of feminist theories, policies and practices. It is compelling and provocative reading at the leading edge.
Answering Back exposes the volatility of gender reform in many different schools and classrooms. It tells stories in close up and from below, allowing everyone to talk: anxious boys, naughty girls, cantankerous teachers, pontificating principals and feisty feminists. This book challenges many sacred ideas about gender reform in schools and will surprise and unsettle teachers and researchers. It draws on a deep knowledge of gender issues in schools and of feminist theories, policies and practices. It is compelling and provocative reading at the leading edge.
This report documents the development, implementation, and evaluation of an inservice program designed to facilitate a non-sexist approach to the teaching of science in primary schools. Ten matched pairs of teachers were selected on the basis of a survey questionnaire to participate in the study. Teachers were given help in the teaching of electricity and subsequently taught this topic to their year 5 classes. The project was evaluated by pre- and post-questionnaires to teachers and students, and classroom observation during the teaching of the electricity topic. Apart from describing survey data about teachers' attitudes, preferences, teaching methods and reasons for teaching science, and children's interests and attitudes about science, the project found that teachers reported increased confidence, knowledge, and skills in teaching electricity and changes in their awareness of the problems of girls in science. In those classes taught by the experimental group of teachers, children's attitudes became less sex-stereotyped, and interactions in mixed-sex groupings enabled girls to participate more equitably in science activities. Appendices are: (1) Teachers' initial and final questionnaires; (2) children's initial and final questionnaires; (3) class activity schedules; (4) sample worksheet used for inservice; and (5) problems experienced during the teaching of electricity, and feedback on inservice. (Author/JAZ)
This book helps educators provide opportunities for their students to engage in creative and collaborative projects that blur the lines between subjects and promote problem-finding and problem-solving activities. It offers a global perspective on makerspaces through an Indian and Australian lens, illustrating the commonalities between the approach and the pedagogy in order to highlight the universal nature of these essential 21st-century skills. The book is particularly useful for science, technology and mathematics teachers, highlighting the potential of engaging in a more integrated curriculum approach to their specific discipline. It is of great interest to scholars whose research focuses on understanding 21st-century skills and how they can be taught and assessed in a school setting. It is an indispensable resource for teacher educators, school administrators, curriculum designers, policymakers and researchers in the field of science education.
Public Order and Private Lives is a radical examination of the political forces which shape the law and order debate in Britain. Mike Brake and Chris Hale provide a hard-hitting analysis of Conservative policies on Crime, showing that, ironically, Conservative policies have created the very social conditions in which crime has flourished. They argue that the government is undermining basic civil liberties by its increased use of legislation as a means of control and coercion.
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