首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
The AIDS epidemic presents a complex of issues that require global answers, involving entire societies. The only sustainable solution is to include all sectors of society in a multidisciplinary collaboration, within which the formal education system plays a key role in delivering a comprehensive response to the disease at the national level. Moreover, in order to be effective, governments must work in collaboration with parents, religious leaders, and community members. This article describes eight key issues that must be addressed to establish a successful HIV/AIDS education curriculum. It also provides examples of best practices from three countries. First, HIV education in schools should adopt a human rights perspective and address stigma and discrimination against people living with HIV (PLHIV). Second, gender issues should be fully integrated into messages about the disease and the whole community should be sensitized on this topic. Third, national curricula must be designed in respect of religious perspectives; the most successful ones will include religious leaders in the process. Fourth, the language and content used in designing education materials for schools must be culturally sensitive, as local traditions can influence the transmission of HIV; those developing curricula should explore the best ways to incorporate positive traditions into formal education initiatives. Fifth, governments are responsible for providing comprehensive and adapted messages about the disease to children and youth in school settings; they must develop a national strategic policy on it and establish specific measures established to protect PLHIV. Sixth, the family plays the primary role in providing information to children on sexuality and HIV-related issues, even if parents and children sometimes find it hard to talk about. Parents must be informed so they can play a more active role in educating their children in this area. Seventh, teachers and administrators are central to effective HIV education; as they often complement parents’ roles, they need to be trained at pre- and in-service levels on these issues, including sexuality. Finally, children and young adults should learn about sexuality and HIV and AIDS at various stages throughout their development. It is crucial to adapt the content to the age and knowledge level of the target group.  相似文献   

2.
This study investigated the attitudes of 43 teachers and school administrators towards sex education, young people's sexuality and their communities in 19 secondary schools in rural KwaZulu-Natal, South Africa, and how these attitudes affect school-based HIV prevention and sex education. In interviews, teachers expressed judgemental attitudes towards young people's sexuality and pregnant students, and focused on girls' perceived irresponsible behaviour instead of strategies to minimise HIV risk. Despite general awareness of the HIV epidemic, few teachers perceived it as an immediate threat, and teachers' own HIV risk was infrequently acknowledged. Teachers perceived themselves to have higher personal standards and moral authority than members of the communities and schools they served. Male administrators' authority to determine school policies and teachers' attitudes towards sexuality fundamentally affect the content and delivery of school-based sexuality education and HIV prevention activities. Opportunities to create a supportive educational environment for students and for female teachers are frequently missed. Improving teachers' efficacy to deliver impartial, non-judgemental and accurate information about sex and HIV is essential, as are efforts to acknowledge and address their own HIV risks.  相似文献   

3.
Beyond rather general complaints about budgets not matching the necessary costs of ‘integration’, financial aspects have not obtained much attention in special education research. The importance that different fiscal frameworks may play in shaping equality policy programmes towards different organisational forms at the national, district or school levels, has to a large extent been overlooked. Most equality policy programmes imply a relatively high degree of autonomy being given to the school‐site level, but few studies have so far systematically analysed how such funding streams are mobilised and put into use by administrators and teachers at the local school level. As a means a highlighting some of these questions we report on a study that has (a) analysed the relations between income level and expenditure on special education in Norwegian municipalities, and (b) made attempts at examining possible connections between organisational quality and level of expenditure on special education in four strategically sampled schools.  相似文献   

4.
Twenty-five years since the onset of HIV/AIDS, young people aged 15–24 now make up half of new HIV infections. This paper advocates for comprehensive sexuality education as an effective panacea to reverse this, with teachers stepping up and embracing their role as sexuality educators. The exploration of this challenge is informed by a small-scale participatory study of teacher responses in a rural primary school in Nakuru district, Kenya. Dialogue was held with 18 teachers (11 females, seven males) on the challenges they faced in teaching sexuality education and teachers emerged as disorientated and embarrassed in conversations about sexuality issues with the pupils. Because sexuality education lacks a curriculum, teachers have found it challenging to integrate it into regular subjects; they also observed that parents seem resistant to addressing this at home, and thus this task falls to them.
In the study, a process of self-awareness of the need for them to step up and teach sexuality education emerges among the participants. A key finding is that participatory and dialectical interventions that can prepare teachers and develop their confidence in teaching sexuality education are required.  相似文献   

5.
The provincial government of Ontario, Canada, has committed itself to raising student achievement, closing achievement gaps, and increasing the public's confidence in public education. It has introduced many policies, including the Ontario Leadership Strategy (OLS), to support these goals. Our study examined how teachers, administrators, support staff, and parents in three elementary schools in Ontario understand and enact school success and successful school leadership within this (neo-liberal) context. Findings of a comparative analysis of Ontario policy texts and data from interviews with administrators, teachers, support staff, and parents in the schools demonstrate that the school-based participants defined success as academic learning, a positive school climate, and students' well-being. This definition differs from the definition prioritised by Ontario's government: high scores on standardised provincial and international tests. However, principals in the schools enacted leadership practices advocated by OLS to support locally defined notions of success.  相似文献   

6.
Abstract

Twenty-five years since the onset of HIV/AIDS, young people aged 15–24 now make up half of new HIV infections. This paper advocates for comprehensive sexuality education as an effective panacea to reverse this, with teachers stepping up and embracing their role as sexuality educators. The exploration of this challenge is informed by a small-scale participatory study of teacher responses in a rural primary school in Nakuru district, Kenya. Dialogue was held with 18 teachers (11 females, seven males) on the challenges they faced in teaching sexuality education and teachers emerged as disorientated and embarrassed in conversations about sexuality issues with the pupils. Because sexuality education lacks a curriculum, teachers have found it challenging to integrate it into regular subjects; they also observed that parents seem resistant to addressing this at home, and thus this task falls to them.

In the study, a process of self-awareness of the need for them to step up and teach sexuality education emerges among the participants. A key finding is that participatory and dialectical interventions that can prepare teachers and develop their confidence in teaching sexuality education are required.  相似文献   

7.
Jan Milton 《Sex education》2013,13(3):241-256

This small-scale study draws on qualitative data from four government primary schools in Sydney, Australia to investigate the sex education given to grade five and six primary school children by their teachers. This article explores the sexuality issues teachers find difficult to discuss, and reports the concerns teachers have when teaching sexuality education. The practices teachers adopt to encourage parent-teacher partnerships in sex education are also reported. School programs varied in the coverage that was given to contraception and sexually transmitted infections while no school program formally addressed sexual identity and orientation, issues that were brought up by the children through their questions. Teacher concerns included what parents might think about the program and how to manage the different levels of maturity, knowledge and comfort among the children in their class. The article concludes that teachers need to continue fostering their partnership with parents and that many teachers require more opportunities for training so that they can address with comfort the sexuality issues of concern to children and their parents.  相似文献   

8.
This article investigates inclusive education practices in schools under the jurisdiction of Thai local government through a study of schools in Khon Kaen Municipality in Northeastern Thailand. Thailand’s 1997 Constitution and 1999 National Education Act both legislated that the educational system must become inclusive, and under these laws schools are required to admit all groups of children, including children with special educational needs (SEN). This study sheds light on the situation of inclusive education in schools with regard to administrators’ policy implementation, teachers’ practices, and parents’ perception of inclusive education management. The findings derive from a survey of 11 school administrators, 114 teachers, and 274 parents (of 137 regular and 137 students with SEN), together with six focus groups with administrators and teachers from six schools. The results demonstrate that most school leaders support inclusive classrooms, most teachers are willing to work with SEN students, and parents of regular students accept the concept of inclusion. Actual practices of inclusive education vary, however, depending upon the perception of administrators and the will of the teachers to implement inclusive education. Furthermore, the results demonstrate that the policy of the municipality may have resulted in the development of inclusive practices in schools under its jurisdiction.  相似文献   

9.
From the 1960s, the development of home–school relationships in special schools has become increasingly important, culminating in the current official understanding of parents as partners. This paper traces the development of the relationship, setting out the challenges to partnership development from professional perspectives within education. A professionally located investigation was undertaken into parental experiences and perspectives to identify factors inhibiting and promoting effective partnerships. Using a mixed-methods approach, the views were explored of parents with children attending a special school in Northern Ireland. Findings strongly indicated the need for educators to pursue and engage with the views of parents, and to recognise the emotional context of these relationships at an interpersonal and organisational level, so that home–school relations can be realigned to support partnership. Implications are set out that will be instrumental in achieving this reconfiguration between the current official understanding of parents as equal partners and actual practice in some schools.  相似文献   

10.
Education assistants (EAs) who support students with disability in general education classrooms often find themselves in difficult situations. Caught in the firing line between their personal sense of duty, expectations of the classroom teachers, and the challenges that inclusion presents, their roles as primary support agents are anything but clear. In the following article the authors describe the findings from a modification of screening tool on the over-utilisation of paraprofessionals. The 16-item electronic survey focused on factors associated with EA support, conducted in a variety of Western Australian schools. The findings revealed that school community members such as EAs, classroom teachers, administrators and parents observed aspects of EA support that appear counter-productive towards more inclusive pedagogy.  相似文献   

11.
The goals of teacher education must evolve beyond the teaching of strategies and methods toward a process for beginning teachers' critical interrogation of their social locations and the ways they engage with the realities of teaching and learning. One way that this is accomplished is by incorporating opportunities for community engagement beyond classroom walls in ways that employ teaching practicum experiences in K–12 classrooms. This article describes one teacher educator's experiences preparing secondary English and literacy preservice teachers enrolled in a Teaching Writing Course where students participate in the coordination and facilitation of a community writing event for local middle and high school students. Preservice teachers witnessed writing instruction and youth writing practices that thrived in an educational partnership among multiple stakeholders, including students, parents, teachers, administrators, university professors, and community youth liaisons. Then I share examples of students' reflections post-Writing Our Lives experiences to demonstrate their emerging understanding of the role of community engagement in their development of teacher identities.  相似文献   

12.
Young people between the ages of 10 and 19 make up 23% of Pakistan's population. In Pakistan, young people face many challenges in terms of sexual and reproductive health (SRH) issues. These include early marriage and pregnancy, low use of contraception, use of unsafe abortion, lack of relevant information and poor knowledge about bodily development including puberty and menstruation, sexuality, reproduction and HIV. This paper examines the scale-up of a rights-based, life skills-based education programme during the period from 2004 until 2013, which included comprehensive education about SRH issues. The programme was introduced by Rutgers WPF Pakistan in a total of 1188 schools. Introduction and scale-up were made possible by a combination of attributes among the organisations leading the development of the programme and the users. The main challenge, which related to the conservative operating environment in which the programme was first introduced, was addressed through a multiplicity of media and advocacy activities in the community, among parents, and by involving teachers, school administrators, district education departments and Muslim scholars in the development and review of the curriculum. The scale-up of a comprehensive sexuality education programme that targets young people in a conservative Muslim country is possible when there is careful curriculum design and materials and approaches are developed in close collaboration with key stakeholders.  相似文献   

13.
This study examined and compared the educational perspectives of Korean parents of elementary school students and their teachers. 430 parents and 143 teachers in the New York metropolitan area participated in the survey and 16 teachers, administrators, and parents were interviewed. The findings indicated that the teachers not only misunderstood the parents' perspectives on the goals of schooling, but also underestimated the parents' ways of supporting their children's education. Regarding the current school/teacher practices, the two groups also expressed different perspectives. We discussed the urgency of educators' critical reflection on diverse cultures and the considerations for increasing parents' school involvement.  相似文献   

14.
The authors evaluate and advocate the need for comprehensive sexuality education that meets the unique needs of youth who are deaf or hard of hearing, while calling for the expansion of teacher preparation in this critical area. Effective comprehensive sexuality education is designed to prepare young people to become more comfortable with, and informed about, their sexuality. Teachers and parents are key adults in this process. However, the responsibility for preparing teachers to handle sexuality education lies with both the postsecondary teacher preparation program and the administrative team at the individual school; their willingness to provide comprehensive training, current resources, and continued support are crucial to the success of any comprehensive sexuality program. In the individual school, effective guidance of youth who are deaf or hard of hearing in making appropriate decisions about their sexuality is built upon a team that includes not only school staff, but also parents and deaf adults in the community.  相似文献   

15.
The research reported in this paper investigates why teachers in regional primary schools in the Ballarat region of Victoria, Australia, are choosing to outsource the teaching of sexuality education. A survey was conducted of 29 Year 5 and Year 6 teachers from local primary schools. The teachers provided information about: their confidence in delivering sexuality-related topics; their perceptions of the relevance of given sexuality topics to their students; the teachers' own professional development preferences; and what they saw as their personal limitations in teaching sexuality education. Teachers tended to report low confidence in teaching topics that are considered ‘sensitive’, such as menstruation, wet dreams and sexual intercourse. Furthermore, they indicated a need for professional development in teaching sexuality education. The greatest hurdle identified lies in identifying how to motivate, engage and support teachers to take a professional interest in teaching sexuality education.  相似文献   

16.
In this article, teachers' sense-making and reasoning about higher education reforms in a post Soviet country, namely Armenia, are examined using an analytical framework with six sensitising concepts: beliefs, emotions, attitudes, change knowledge, attributions and organisational culture. The results of semi-structured interviews with 12 Armenian higher education teachers showed that they mainly felt distrust towards reforms and that the implementation initiatives caused dissatisfaction, frustration and therefore distortion. At a deeper level, the teachers mostly felt excluded from the reform process and that their role was depreciated. One striking feature was the predominant causal attribution of teachers to external, unstable and uncontrollable factors which question the success of the reforms.  相似文献   

17.
Abstract

The involvement of Mexican American parents in their children's education was explored in a year-long case study of an elementary school in Texas. Interviews, document analysis, and observations of parent activities revealed that parent involvement was influenced by several factors, including language, parent cliques, parents' education, attitudes of the school staff, cultural influences, and family issues. Although the school staff addressed some of the issues, in general, teachers did not recognize the influence that these concerns had on parent involvement. The findings have implications for teachers that affect both the level and areas of Mexican American parent involvement. An understanding of these factors will provide ways to increase and improve parent involvement.  相似文献   

18.
In the past decade Ireland has witnessed substantial changes in policy and provision for children with general learning difficulties as government policies and legislation increasingly underpin the move towards more inclusive provision. Despite this series of policy initiatives parents of children who experience Down syndrome and general learning difficulties can encounter serious obstacles in gaining access to mainstream education for their children.
This research project was a study of the experiences of a small sample of parents of children who experience Down syndrome and general learning difficulties in relation to their efforts to access appropriate education and education supports for their child in the mainstream school setting. These parents had to invest extraordinary levels of time, energy, and resources in their struggle to get these children into mainstream school and to support their progress there. At local school level these parents and children had positive experiences, but life has taught them that society offers acceptance as a favour, so they cannot confidently expect acceptance by schools and teachers as a right.  相似文献   

19.
This study explores the beliefs and practices of nine beginning prekindergarten and kindergarten public school teachers and identified the sources of supports and barriers to their teaching. The teachers were graduates from one university's early childhood education program. Data were gathered using surveys, observations, and interviews. Overall, teachers professed to believe in and to use developmentally appropriate practices; they were also observed using more developmentally appropriate practices than developmentally inappropriate practices. Teachers reported a variety of sources of support and barriers to their teaching. Sources that were both supports and barriers were administration, co‐workers, curriculum requirements, parents, resources, and other. Sources reported only as supports were previous experiences, self, and continued education. Sources of barriers were class composition and school duties. In addition, teachers provided information about their teacher education program and on their expectations about teaching. The teachers suggested that teacher education programs needed to provide more field experiences and courses on classroom management. Some of the expectations the teachers had about teaching were unrealistic.  相似文献   

20.
Many teachers are interested in having a more inclusive multicultural education that includes lesbian, gay, bisexual, and transgender (LGBT) themes and gay-themed children's literature; unfortunately, research has found that many teachers do not implement gay themes in their multicultural education curriculum because of fear of criticism from parents and administrators, lack of professional training, and their own negative attitudes. Moreover, the most common topic that surfaces during teacher discussions are concerns over parental objections. This article will detail techniques and strategies when implementing LBGT themes and gay-themed children's literature in the classroom and how to deal positively, cooperatively, and proactively with parents and caregivers.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号