Gender, The Labour Market, The Workplace and Policy in Children's Services: Parent, staff and student attitudes

2005 ◽  
Vol 30 (1) ◽  
pp. 6-13 ◽  
Author(s):  
Michael Lyons ◽  
Andrea Quinn ◽  
Jennifer Sumsion
Keyword(s):  
Labour Market ◽  
Role Models ◽  
Student Attitudes ◽  
Recruitment Strategies ◽  
Education Students ◽  
Children's Services ◽  
Advantages And Disadvantages ◽  
Stakeholder Groups ◽  
Children’S Services ◽  
Teacher Education Students

This paper reports the attitudes of parents, staff and teacher education students towards the employment of men in the children's services ‘industry’. The attitudinal survey questions were grouped around four distinct issues: gender roles, labour market behaviour, workplace behaviour and policy. Surprisingly, all three stakeholder groups surveyed expressed similar views on the four issues. While the results suggest that attitudes are not an impediment to increasing the number of male workers, they also suggest recruitment strategies need to be cognisant of both the potential advantages and disadvantages of a more gender-balanced workforce. The findings question policies based on the need to have male ‘role models’ in children's services.

scholarly journals Increased Behavior of Students' Attitudes to Cultural Values Using the Inquiry Learning Model Assisted by Ethnoconstructivism

2019 ◽  
Vol 5 (2) ◽  
pp. 166 ◽  
Author(s):  
Syahrial Syahrial ◽  
Asrial Asrial ◽  
Dwi Agus Kurniawan ◽  
Putut Nugroho ◽  
Retno Septiasari ◽  
...  
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Cultural Values ◽  
Student Attitudes ◽  
School Teacher ◽  
Inquiry Learning ◽  
Control Group ◽  
Education Students ◽  
Quasi Experimental ◽  
Teacher Education Students

Purpose: Student attitudes toward cultural values are needed in 21st century learning. Research with a focus on improving student attitudes towards cultural values using inquiry-based approaches. Therefore, this quasi-experimental quantitative research aims to improve student attitudes to the cultural values of elementary school teacher education students with an inquiry model assisted by the ethnoconstructivism module. Methodology: uses a quantitative design of quasi-experimental pretest-posttest non-equivalent control group design. Where the number of all samples from this study were 86 elementary school teacher education students taken by purposive sampling technique. The experimental group (n = 43) was taught with the inquiry learning model assisted by the ethnoconstructivism module, while the control group (n = 43) was taught using traditional teaching modul. The data were then analyzed using the SPSS 21 application to find descriptive statistics and inferential static. Findings: There was a significant difference in the attitude of students between the control class and the experimental class. It was found that using ethnoconstructivism inquiry models obtained differences with t-test values 18,473 on student attitudes. It can be underlined that the inquiry model with ethnoconstructivism has a significant influence on student attitudes towards cultural values compared to conventional groups

scholarly journals An Exploration of Attitudinal and Situational Factors Related to Intrinsic Motivation and Autonomy in Teacher Education Students

2020 ◽  
Vol 12 (1) ◽  
pp. 99
Author(s):  
Alfred P. Rovai ◽  
Michael K. Ponton ◽  
M. Gail Derrick ◽  
Nancy Rhea Wiggers ◽  
Jenny Sue Flannagan
Keyword(s):  
Teacher Education ◽  
Intrinsic Motivation ◽  
Role Models ◽  
Extrinsic Motivation ◽  
Learner Autonomy ◽  
Self Esteem ◽  
Situational Factors ◽  
Education Students ◽  
Face To Face ◽  
Teacher Education Students

Teachers who are autonomous in their learning are able to serve as both role models and facilitators of autonomy in their students. Because the manifestation of autonomy in pursuit of individual learning goals often spurs intrinsic motivation, this study used multiple correlation analysis in order to determine how well attitudinal and situational factors in teacher education students (N = 320) were related to intrinsic motivation as a proxy measure for learner autonomy. The attitudinal factors used were three components of extrinsic motivation, amotivation, classroom community, school community, and self-esteem; the situational factors were student status (undergraduate or graduate) and course type (online or face-to-face). Study results suggest that the most important factors related to intrinsic motivation are the three types of regulation associated with extrinsic motivation, graduate student status, enrollment in an online course, and self-esteem. In particular, online students were more intrinsically motivated than face-to-face classroom students. Possible explanations for this result are that (a) students with greater levels of intrinsic motivation self-select online versus face-to-face courses or (b) online instructors, course design, and pedagogy are better able to strengthen intrinsic motivation (and, by assumption, learner autonomy) in students.

In whose best interests?

2017 ◽  
Author(s):  
Val Gillies ◽  
Rosalind Edwards ◽  
Nicola Horsley
Keyword(s):  
Early Intervention ◽  
Social Policy ◽  
Child Protection ◽  
Best Interests ◽  
Social Investment ◽  
Children's Services ◽  
Education Services ◽  
Stakeholder Groups ◽  
Economic Rationale ◽  
Children’S Services

This chapter analyses the intricate network of interests and their agendas that characterise social policy provision generally, focusing down on social investment in children's services and the early intervention field. In particular, the chapter looks at three key stakeholder groups with interests in early intervention: business, politicians and professionals, and their interlinked alliances and partnerships. It examines how corporate money, power, and influence have pervaded various children's services, from child protection work to family and early intervention initiatives to education services. This occurs through ‘philanthrocapitalism’ — an amalgam of an economic rationale of early intervention coupled with moral notions of social philanthropy.

NSCAW II Baseline Report: Children's Services

2011 ◽  
Author(s):  
Heather Ringeisen ◽  
Cecilia Casanueva ◽  
Keith Smith ◽  
Melissa Dolan
Keyword(s):  
Children's Services ◽  
Children’S Services

Edmodo-Based Blended Learning Media in Learning Mathematics

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Yullys Helsa ◽  
Ary Kiswanto Kenedi
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Research And Development ◽  
Blended Learning ◽  
Elementary Teacher ◽  
Elementary Teacher Education ◽  
Education Students ◽  
Learning Mathematics ◽  
Study Results ◽  
Teacher Education Students

This research is motivated by the crucial development of the information technology era in changing learning paradigm from conventional to technology-based learning. The purpose of this study is to develop Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. This research is a research and development (R&D) that uses the ADDIE procedures. This study results a valid, effective and practical Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. It is implied that Edmodo-based blended learning media can be applied by the lecturers to support learning for Elementary Teacher Education students.

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