What does the teaching and learning of sexuality education in South African schools reveal about counter-normative sexualities?     

Dennis A. Francis 《Sex education》2019,19(4):406-421

ABSTRACT

Using the interlocking concepts of power, knowledge and discourse, this article focuses on how counter normative sexualities are discursively constructed in the sexuality education classroom and with what effects. Drawing on in-depth interviews with teachers and classroom observation, the evidence highlights the presence of specific discourses about the teaching and learning of sexuality diversity. First, while many teachers argued for the inclusion of counter-normative sexualities, in their teaching and responses they privileged heterosexuality as legitimate and natural and same-sex sexualities as deviant and Other. Second, teachers’ discourses construct queer youth not only as innocent and childlike but also as hypersexual and rebellious – requiring discipline and intervention. These constructions link closely to discourses of pity and tolerance, or blame when counter-normative sexualities were expressed. Finally, despite heterosexuality being privileged in the classroom, teachers’ and pupils’ questions about gender and sexuality diversity suggest the need for a more defined and inclusive curriculum sexuality education curriculum. Findings justify concern about how counter-normative sexualities are addressed in the sexuality education classroom and advocate for improvement in teaching and learning about counter-normative sexualities in South African secondary education.  相似文献   

The teaching of literature in a Singapore secondary school: disciplinarity,curriculum coverage and the opportunity costs involved     

Phillip Towndrow  Dennis Beng Kiat Kwek 《Asia Pacific Journal of Education》2017,37(3):389-402

Set against the backdrop of reinvigorating the study of literature and concerns about the adequate preparation of students for the world of work, this paper explores how a Singapore teacher presented a literary text in the classroom. Drawing on data from a large-scale representative sample of Singapore schools in instruction and assessment practices, we discuss some of the potential consequences of instructional choice-making from a disciplinary perspective. Our findings suggest, for example, that when teacher-dominated discourse and interpretations dominate, instructional flexibility and responsiveness are correspondingly limited and restricted. These courses of action, we contend, may occur contrary to teachers’ plans and expectations. The paper closes by making a call for further longitudinal research across multiple research sites into the nature of literature pedagogy that has a strong disciplinary focus.  相似文献   

How to guarantee the failure of assessment at any institution by following 17 easy,proven rules     

Steven M. Culver  Dennis R. Ridley 《Assessment Update》1995,7(4):3-3

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Affective predictors of preservice science teaching behavior     

Dennis W. Sunal 《科学教学研究杂志》1982,19(2):167-175

The study investigated affective changes in elementary preservice teachers during a formative period and related these changes to the development of specific classroom science teaching behaviors. Thirty preservice teachers were randomly selected from a population involved in a field oriented methods course program. Analysis of pre and post affective measures and concurrent measures of perception and performance of teaching behaviors during this formative period found significant developmental relationships. The results suggest the effective use of instruments measuring certain affective changes during a formative period and moderate to strong predictive effects of the development and perception of classroom teaching behaviors. The affective changes which demonstrated relationship with teaching behavior included specific aspects of interests and attitudes toward teaching science and children learning science. No relationship was found with preservice attitudes toward nature.  相似文献   

Faculty ratings as a measure of departmental and administrator quality     

Dennis D. Hengstler  Dale C. Brandenburg  Larry A. Braskamp  H. Richard Smock 《Research in higher education》1981,14(3):259-275

This study examined the usefulness of faculty ratings as a measure of departmental quality. Two hundred and thirty-three faculty members from six departments responded to two questionnaires relating to the department—the Department Evaluation Survey (DES)—and to the department head—the Administrator Evaluation Survey (AES). A factor analysis of the DES revealed three underlying dimensions: Satisfaction with the Department's Academic Environment, Satisfaction with the Department's Governance and Operating Procedures, and Satisfaction with Student Quality. The factor analysis of the AES identified only one underlying dimension. Both the DES and AES were found to be highly reliable and effective in discriminating among departments. Very high positive correlations were also found between selacted DES and AES items suggesting that the performance of the head plays a very important role in faculty perceptions of the departments, and vice versa. Faculty ratings would appear to be a useful initial criterion in evaluating a department or head.  相似文献   

The marathon of educational change     

Dennis Shirley  Anna Noble 《Journal of Educational Change》2016,17(2):141-144

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An empirical comparison of two-factor versus multifactor theories of principal leadership: Implications for the evaluation of school principals   总被引：3，自引：0，他引：3  

Nangy J. Pitner  Dennis Hocevar 《Journal of Personnel Evaluation in Education》1987,1(1):93-109

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Assessing general education using aggregated student course ratings     

Dennis Holt  Fred Janzow 《Assessment Update》1995,7(4):1-2

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The University — Student Contract     

Dennis J. Farrington 《Journal of educational administration and history》1992,24(2):197-211

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Individual to collaborative: guided group work and the role of teachers in junior secondary science classrooms     

Dennis Fung  Wai-mei Lui 《International Journal of Science Education》2016,38(7):1057-1076

This paper, through discussion of a teaching intervention at two secondary schools in Hong Kong, demonstrates the learning advancement brought about by group work and dissects the facilitating role of teachers in collaborative discussions. One-hundred and fifty-two Secondary Two (Grade 8) students were divided into three pedagogical groups, namely ‘whole-class teaching’, ‘self-directed group work’ and ‘teacher-supported group work’ groups, and engaged in peer-review, team debate, group presentation and reflection tasks related to a junior secondary science topic (i.e. current electricity). Pre- and post-tests were performed to evaluate students’ scientific conceptions, alongside collected written responses and audio-recorded discussions. The results indicate that students achieved greater cognitive growth when they engaged in cooperative learning activities, the interactive and multi-sided argumentative nature of which is considered to apply particularly well to science education and Vygotsky’s zone of proximal development framework. Group work learning is also found to be most effective when teachers play a role in navigating students during the joint construction of conceptual knowledge.  相似文献