Designing an effective sexuality education curriculum for schools: lessons gleaned from the South(ern) African literature     

Lesley Wood  Lori A. Rolleri 《Sex education》2014,14(5):525-542

Sexuality education forms part of the national school curricula of most sub-Saharan African countries, yet risk-related sexual behaviour among young people continues to fuel the HIV pandemic in this part of the world. One of the arguments put forward to explain why sexuality education seems to have had little impact on sexual risk-taking is that existing curricula have neglected to take into account the complexity of the social, cultural and gender norms that influence the behaviour of school-going young people in sub-Saharan Africa. Over the past few years, the Department of Basic Education in South Africa has recognised the need to provide guidance to teachers on the content, pedagogical processes and messages that are relevant to their specific context. This paper critically reflects on findings from a literature-based study conducted to identify the cognitive and social factors influencing the behaviour of school-going young people in South Africa and the risk and protective factors that might be particular to their circumstances. The findings provide helpful guidelines about the development, content and implementation of sexuality education curricula more likely to be relevant in contexts of serious poverty and disadvantage. Although based on the South African literature, the findings may also offer useful lessons for curriculum designers in other developing countries.  相似文献   

National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic     

Louise Hayward  Jo-Anne Baird  Simon Allan  Thomas Godfrey-Faussett  Carolyn Hutchinson  Ellen MacIntosh  Ashmita Randhawa  Ernest Spencer  Margaret Lesley Wiseman-Orr 《European Journal of Education》2023,58(1):83-97

Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high-stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high-stakes assessment in Scotland, as in other United Kingdom countries, was dented. In Scotland, the Covid-19 pandemic meant that schools were closed, teachers provided online learning opportunities for pupils working at home and, for the first time in 130 years, it was not possible to run national examinations. To ensure that learners were not further disadvantaged, alternative approaches to gathering evidence for qualifications were instigated. However, these results were challenged as socially unjust and the results that had been nationally moderated were replaced by results based on locally moderated teachers' professional judgement. As Scotland looks to qualifications beyond Covid-19, trust must be re-built. This article reports on a participative research project that sought to understand public perceptions of standards and fairness across a range of key communities following this experience. Drawing on both qualitative and quantitative data, we analyse factors which affected trust in National Qualifications under the pandemic. The evidence suggests that when considering what matters for qualifications to be trusted, technocratic solutions are likely to be rejected by stakeholders. Understanding and responding to what led to the mistrust of qualifications in Scotland will be crucial to inform its future qualifications system.  相似文献   

Feeding the “Turtle”: Helping the Withdrawn Child to Emerge in the Classroom     

Lesley Koplow 《International Journal of Disability, Development & Education》1983,30(2):127-132

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Action Research: Theory and Practice for Higher Education     

Lesley Willcoxson 《高等教育研究与发展》1994,13(1):93-98

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A 'Third Way' Towards Self-Governing Schools?: New Labour and Opting Out     

Lesley Anderson 《British Journal of Educational Studies》2001,49(1):56-70

This paper takes as its starting point the special provision made for grant maintained schools through the 1998 School Standards and Framework Act and suggests that the compromise it represented may be considered as an example of New Labour' Third Way in politics. The latter is discussed in terms of general and educational policies with specific regard to the characteristics of self-governing schools.  相似文献   

Tradition, tension, and transformation: a structuration analysis of a game warden service in transition     

John Sherblom  Lisa Ker  nen  Lesley Withers 《Journal of Applied Communication Research》2002,30(2):143-162

Independence and competence define the traditional characteristics of a game warden. External pressure to transform the game warden service into a more culturally and ethnically diverse state law enforcement agency, however, creates tensions surrounding these characteristics in the organization's structurationally defined agency and reflexivity of law enforcement; duality of structure in office memos and citation counts; social integration and institutional reproduction of law enforcement training, use of decoys, and search and seizure procedures; and time-space distanciation of working a 40-hour week or having complete responsibility for a territory. The present study examined how these tensions interact with the traditional assumptions of independence and competence to transform the meaning of these characteristics, and of the game warden service itself.  相似文献   

How Should Reading Disabilities be Operationalized? A Survey of Experts     

Deborah L. Speece  Lesley Shekitka 《Learning disabilities research & practice》2002,17(2):118-123

In the face of accumulating research and logic, the use of a discrepancy between intelligence and reading achievement test scores is becoming increasingly untenable as a marker of reading disabilities. However, it is not clear what criteria might replace the discrepancy requirement. We surveyed 218 members of journal editorial boards to solicit their opinions on current and proposed definitional components and exclusion criteria. Three components were selected by over two‐thirds of the respondents: reading achievement, phonemic awareness, and treatment validity. However, only 30 percent believed IQ‐reading achievement discrepancy should be a marker. More than 75 percent of the respondents believed exclusion criteria should remain part of the definition. Mental retardation was the most frequently selected exclusion criterion despite rejection of intelligence test scores as a definitional component. Although the findings reflect uncertainty among experts on what elements should comprise a definition, they do signal a willingness to consider new approaches to the conceptually difficult task of defining reading disabilities.  相似文献   

Expert Witnesses: Voices Of Significance     

Karin Oerlemans  Lesley Vidovich 《Journal of Educational Change》2005,6(4):363-379

Michael Fullan in 1991 made the comment that little was known about how students viewed educational change, as no one had thought to ask them. There is a small but growing literature seeking the views of students on a range of issues associated with schooling. This paper reports the findings of a study of students’ perceptions of top–down educational change, involving school amalgamations, closures and creation of middle schools. The policy process was purportedly to involve consultation with students. The study interviewed students to explore the nature and extent of their participation in the policy enactment and their views about the changes. Several meta level themes emerged from the students’ ‘voices,’ including issues associated with disempowerment, and competing social justice and economic discourses. The findings foreground the often messy and contradictory tensions evident in policy processes. The study found that despite the policy intent to include students, they continued to be the ‘objects’ of policy initiatives, submerged in what Freire labelled a ‘culture of silence.’ It was the macro level policy elite who exerted the most influence, using their power, privilege and status to propagate particular versions of schooling. The paper concludes that students are deeply impacted by educational change and they want to participate in restructuring agendas. Therefore policy makers at all levels need to make spaces for the active engagement of students in policy processes.  相似文献   

Quality assurance in Australian higher education: Globalisation and `steering at a distance'   总被引：4，自引：1，他引：4  

Lesley Vidovich 《Higher Education》2002,43(3):391-408

The complex and contested phenomenon of globalisation presents a fundamental challenge to higher education. Arguably, the development of quality assurance mechanisms during the 1990s and into the 2000s is one of the key globalising practices evident in many higher education sectors – in both developed and developing countries. However, there are still too few studies on the implications of globalisation processes grounded in detailed examinations of particular historical times and geographical spaces. It is important to investigate context-specific differences in potentially globalising policies and practices, rather than simply assuming global homogenisation. This paper offers an analysis of policy on quality assurance in Australian higher education over the last decade. It points to the changing discourses on `quality' over the period from a management device to a marketing device. It suggests that, in essence, quality assurance mechanisms have provided the government with an avenue for `steering at a distance', where the controls over universities and academics have not lessened but have changed form. The specific mechanisms used are both similar to, and different from, those evident in quality assurance policies in other higher education systems.  相似文献   

“Facebook Official,” “Hooking Up,” “Friends with Benefits”: Decoding the Terminology,Relationship Status,and Sexual Behaviors of Female College Students to Best Target Health Needs     

Alice R. Richman  Monica C. Webb  Lesley Eicher  Phyllis Adams  Jamie Troutman 《American journal of sexuality education》2017,12(2):136-147

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