Sex Education: Challenges and Choices     

Alison MacKenzie  Nicki Hedge  Penny Enslin 《British Journal of Educational Studies》2017,65(1):27-44

Noting public concern about sexual exploitation, abuse and sexualisation, we argue that sex education in the UK needs revision. Choice is a feature of current sex education policy and, acknowledging that choice can be problematic, we defend its place in an approach to sex education premised on informed deliberation, relational autonomy, a particular view of personhood and moral literacy. We argue, however, that choice and the approach outlined must be located in the realities of young people’s lives.  相似文献   

5x5x5=Creativity: Art as a Transformative Practice     

Gemma París  Penny Hay 《The International Journal of Art & Design Education》2020,39(1):69-84

The purpose of this article is to share ideas from 5x5x5=creativity, a research initiative established in Bath (UK) in 2000, with the aim of developing and embedding a creative and reflective pedagogy in schools and early years settings. 5x5x5=creativity research, in partnership with schools, educators, artists, creative professionals, mentors and cultural centres, aims to raise the aspirations and improve the life chances of children and young people as creative learners. In our research we want to develop creative reflective practice and influence systemic educational change. This research defends the special role of the arts in developing a more flexible concept of education through curiosity and creativity, together with the capacity for the arts for allows ‘possibility thinking’ through a creative and critical pedagogy. In this article we analyse the impact of the artists’ involvement on the development of a creative, reflective pedagogy in schools. As both artists and educators we believe it is necessary to challenge current orthodoxies and establish creative and critical thinking at the heart of learning for both children and adults.  相似文献   

‘I don't have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education     

Penny N. Round  Pearl K. Subban  Umesh Sharma 《International Journal of Inclusive Education》2016,20(2):185-198

The trend towards inclusion in mainstream Australian schools has seen the numbers of students with disabilities educated in regular schools grow significantly. This trend has been supported by legislation such as the Disability Discrimination Act and the Education Standards. For inclusion to be successful, a number of factors are vital and teacher support for the programme is crucial. While there is research in the area of teachers’ concerns at the primary school level, little research has been conducted at the secondary school level. Research in this area is needed as the secondary school has differing factors from the primary sector that need to be explored.  相似文献   

In-service teachers’ attitudes,concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers     

Umesh Sharma  Paola Aiello  Erika Marie Pace  Penny Round  Pearl Subban 《欧洲特需教育杂志》2018,33(3):437-446

The paper examined whether in-service teachers from Australia to Italy differ in terms of their attitudes, concerns, efficacy beliefs and intentions to include learners with disabilities in their classrooms. An attempt was also made to determine predictors of the participants’ intentions to include learners with disabilities in their classrooms. Participants for the study consisted of 153 Australian and 156 Italian in-service teachers. Results revealed that Italian teachers had significantly more positive attitudes, lower degree of concerns and higher level of intentions to implement inclusion in their classrooms. In both countries, attitudes and efficacy emerged as significant predictors of participants’ intentions to include learners with disabilities in regular classrooms. Reasons that could explain differences in the teachers’ beliefs from the two countries are explained using historical-cultural and legal frameworks prevalent in Australia and Italy. Implications of the findings for policy-makers, university teachers and researchers are presented that may have relevance in guiding the implementation of inclusive education in Australia, Italy and beyond.  相似文献   

Indebted: how families make college work at any cost,     

Nicola Ingram  Sylvia Nissen  Penny Jane Burke 《British Journal of Sociology of Education》2020,41(5):733-742

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Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts     

Alexandra Gottardo  Penny Chiappe  Bernice Yan  Linda Siegel  Yan Gu 《教育心理学》2006,26(3):367-393

The relationships between phoneme categorisation, phonological processing, and reading performance were examined in Chinese‐English speaking children in an English‐speaking environment. Second language (L2, i.e., English) phonological processing but not phoneme categorisation was related to L2 reading. First language (L1) oral language skills were related to Chinese reading with L1 phonological processing being related to the Chinese reading task with a strong phonological component (pseudocharacter reading). L1 phoneme categorisation skill was not strongly related to L1 reading. These findings suggest that phonological processing is related to reading tasks with heavy phonological demands, such as reading in an alphabetic orthography or pseudocharacter reading in a nonalphabetic orthography. Exposure to L1 reading might influence processes used by Chinese‐speaking children in an English‐speaking environment.  相似文献   

II. The Development of Children with Disabilities and the Adaptation of their Parents: Theoretical Perspectives and Empirical Evidence     

Penny Hauser-Cram  Marji Erickson Warfield  Jack P. Shonkoff  & Marty Wyngaarden Krauss 《Monographs of the Society for Research in Child Development》2001,66(3):6-21

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A reply to Peter Doble     

Penny Thompson 《British Journal of Religious Education》2007,29(2):179-183

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I. Introduction     

Penny Hauser-Cram  Marji Erickson Warfield  Jack P. Shonkoff  & Marty Wyngaarden Krauss 《Monographs of the Society for Research in Child Development》2001,66(3):1-5

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Integration of Preschoolers with Severe Disabilities into Daycare     

Patricia L. Pickett  Penny L. Griffith  Diana Rogers-Adkinson 《Early education and development》1993,4(1):54-58

A diary study was conducted over a 15-week period during which six preschoolers with severe disabilities made weekly visits to a daycare center. The intent was to describe successful examples of interactive or imitative play and to note what events prompted these interactions. The results indicated that very little spontaneous cooperative play occurred between daycare children and children with disabilities. An increase in social and play skills was noted in individual students with disabilities. Anecdotal evidence is presented to support these observations.  相似文献