"Farmers Don't Dance"

2020 ◽  
Vol 13 (1) ◽  
pp. 67-82
Author(s):  
Fiona G. Menzies ◽  
Ninetta Santoro
Keyword(s):  
Secondary School ◽  
Rural Schools ◽  
Educational Opportunities ◽  
Structured Interviews ◽  
Male And Female ◽  
Feminine Identity ◽  
Rural Space ◽  
Gendered Identities ◽  
Rural Context ◽  
Using Data

In this article we examine the influence of rurality on the construction of masculinity and femininity for, and by, pupils in a rural secondary school in Scotland. Using data from semi-structured interviews with male and female pupils and a teacher, as well as observations of classroom interactions over a period of 12 months, we highlight how girls take up multiple and complex gendered identities in a rural context and we emphasize the tensions they experience as they negotiate a feminine identity in a rural space constructed and described as masculine. Findings suggest that this construction is, at times, supported by teachers’ practices and their interactions with pupils. We conclude by discussing the implications for teachers in rural schools and point to the need to support girls to ensure that their educational opportunities are not limited by the deep-rooted associations that exist between rurality and masculinity.

scholarly journals Gelijke kansen voor leerlingen met lager opgeleide ouders bij de overgang naar het voortgezet onderwijs? : Onderzoek naar schoolloopbanen en perspectieven van beslissers Winnaar van de Mens & Maatschappij Masterscriptieprijs 2020

2021 ◽  
Vol 96 (1) ◽  
pp. 7-30
Author(s):  
Lisa A. Janssen ◽  
Gijs Huitsing ◽  
Ben ter Beek ◽  
Anneke C. Timmermans
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Deviant Behavior ◽  
Educational Opportunities ◽  
Structured Interviews ◽  
Educational Levels ◽  
Education Study ◽  
Matching Procedure ◽  
Low Educated ◽  
Transition To Secondary Education

Abstract Do students with low-educated parents have similar educational opportunities as students without low-educated parents during the transition to secondary education? Study 1 matched 62 students with low-educated parents to students with the same math score in grade 7. Despite this matching procedure, similar teachers’ advice for secondary education, and scores on the Central Examination, students with low-educated parents started at lower educational levels in secondary education. Study 2 conducted semi-structured interviews with 18 decisionmakers to explain these differences. Teachers and other decisionmakers account for (lack of) support from parents and possible deviant behavior of students for placement in secondary school.

A Partnered Approach to Using Data to Improve Rigor and Relationships in Rural Schools

2016 ◽  
Author(s):  
Sara E. Rimm-Kaufman ◽  
Lia Sandilos ◽  
Micela Leis
Keyword(s):  
Rural Schools ◽  
Using Data

Transition from Childcare Institutions to Adulthood for Youth: Through the Lens of Identity and Gender

2020 ◽  
pp. 234930032098055
Author(s):  
Garima Sharma
Keyword(s):  
Young Adults ◽  
Qualitative Study ◽  
Social Factor ◽  
Smooth Transition ◽  
Structured Interviews ◽  
Male And Female ◽  
Female Youth ◽  
Youth Identity ◽  
The Social ◽  
And Gender

This article explores the transition of youth from childcare institutions as young adults through the lens of youth identity and gender. The research revolves around rethinking the delicate boundaries of adolescence and adulthood for the ‘institutionalised’ youth that is already on the edge of the society. This research tries to understand and decode the experiences of youth, who have lived in the childcare institutions. The childcare institutions reinforce the gender roles through its practices and structure, enabling gaps and challenges for both male and female youth outside the childcare institutions. There is an absence of a strong mechanism, enabling the smooth transition of youth from childcare institutions to adulthood. This results in unprepared young adults for an unplanned transition, fostering several challenges on them as they exit the childcare system. This is a qualitative study. The research includes both male and female youth who have lived in childcare institutions situated in Delhi. The data was collected using semi-structured interviews with the youth. This study finds that youth leaving the childcare institutions are at higher risks of having negative adult outcomes in life. While there is an absolute absence of any body or mechanism to help the youth transit smoothly, childcare institutions reinforce the inferiority and exclusion on a child during the stay period, creating a foundation for youth to perceive the social factor outside the institutions.

scholarly journals Internally Incentivized Interdisciplinarity: Organizational Restructuring of Research and Emerging Tensions

Minerva ◽  
2021 ◽  
Author(s):  
Mikko Salmela ◽  
Miles MacLeod ◽  
Johan Munck af Rosenschöld
Keyword(s):  
Interdisciplinary Research ◽  
Interdisciplinary Collaboration ◽  
Scientific Output ◽  
Green Technology ◽  
Academic Careers ◽  
Organizational Restructuring ◽  
Structured Interviews ◽  
Using Data ◽  
The University ◽  
Internal Funding

AbstractInterdisciplinarity is widely considered necessary to solving many contemporary problems, and new funding structures and instruments have been created to encourage interdisciplinary research at universities. In this article, we study a small technical university specializing in green technology which implemented a strategy aimed at promoting and developing interdisciplinary collaboration. It did so by reallocating its internal research funds for at least five years to “research platforms” that required researchers from at least two of the three schools within the university to participate. Using data from semi-structured interviews from researchers in three of these platforms, we identify specific tensions that the strategy has generated in this case: (1) in the allocation of platform resources, (2) in the division of labor and disciplinary relations, (3) in choices over scientific output and academic careers. We further show how the particular platform format exacerbates the identified tensions in our case. We suggest that certain features of the current platform policy incentivize shallow interdisciplinary interactions, highlighting potential limits on the value of attempting to push for interdisciplinarity through internal funding.

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Technology Integration ◽  
Online Teaching ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Online Mode ◽  
Using Data ◽  
Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

Hedonic experiences at heritage attractions: the visitor’s perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ana Carolina Bender ◽  
Manuela Guerreiro ◽  
Bernardete Dias Sequeira ◽  
Júlio Mendes
Keyword(s):  
Design Methodology ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Content Type ◽  
Heritage Sites ◽  
Exploratory Approach ◽  
Hedonic Experience ◽  
Using Data

Purpose The purpose of this study is to explore the hedonic experience and its formation at heritage attractions. Design/methodology/approach A qualitative and exploratory approach was applied, using data from 21 semi-structured interviews and three in-situ focus groups. Findings Findings highlight that senses, imagery and emotions are stimulated by the physical landscape and by triggers of memorable experiences. Research limitations/implications To further explore this topic, a broader range of heritage attractions and perspectives from the diverse stakeholders involved in the management and consumption of these sites is needed. Originality/value Given the scarcity of research dedicated to the hedonic experience at heritage sites, this study provides a contribution by exploring the visitor’s perspective and points out relevant insights. As the hedonic feelings of pleasure, comfort and related affective responses impact the quality of memorable experiences, relevant implications for theory and practice are discussed.

What Helps or Hinders the Learning of Academically Talented Junior Secondary School Boys: The Stories of 123 Boys

2021 ◽  
pp. 49-64
Author(s):  
Graeme Miller
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Home Environment ◽  
Common Factor ◽  
Educational Practice ◽  
Structured Interviews ◽  
Academically Talented ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Academic Year

This paper reports on a 2016-2019 study of 123 students in the most academic Year 9 class in a large, high-achieving New Zealand state boys’ secondary school. The study asked the question: “What aspects of society, schools and teachers, home environment and your own intrapersonal qualities helped or hindered your achievement in at least one academic subject?” Data were gathered through the completion of questionnaires and semi-structured interviews, either in focus groups, or individually. Arguably, the most important findings related to participant perceptions of the greatest influence supporting achievement and the single most common factor identified as hindering achievement. The greatest help was identified to be students’ own intrapersonal characteristics, and the greatest hindrance was identified to be schools and teachers. This paper reports on the main findings of the research with particular emphasis on those with relevance to educators. It also considers what the major implications are for educational practice in New Zealand schools.

Apology responses and gender differences in spoken British English

Pragmatics ◽  
2021 ◽  
Author(s):  
Yi An ◽  
Hang Su ◽  
Mingyou Xiang
Keyword(s):  
Gender Differences ◽  
British English ◽  
Male And Female ◽  
Typical Response ◽  
And Gender ◽  
Using Data

Abstract This study presents a corpus-based sociopragmatic investigation into apology responses (ARs) and gender differences in ARs in spoken British English. Using data taken from the recently released Spoken BNC2014, the investigation leads to an adjusted taxonomy of ARs which comprises five categories and several sub-categories. The investigation shows that ‘Lack of response’ is the most typical response, followed by ‘Acceptance’, ‘Rejection’, ‘Evasion’, and ‘Acknowledgement’. The results are discussed in relation to the process of attenuation that apologies have undergone (e.g. Jucker 2019), i.e. apologies are becoming more routinised and less meaningful. The proposed taxonomy is subsequently used to examine the extent to which male and female recipients respond to apologies differently. While the investigation suggests no significant differences in ARs across genders, it has been observed that there is some correlation between ARs and the gender of the apologiser. Finally, the implications and applications of the study are briefly discussed.

scholarly journals HIV and AIDS knowledge and sexual behaviours amongst secondary school learners in Harare, Zimbabwe

2012 ◽  
Vol 17 (1) ◽  
Author(s):  
Margaret Mlingo ◽  
Valerie J. Ehlers ◽  
Janetta Roos
Keyword(s):  
Secondary School ◽  
Immune Deficiency Syndrome ◽  
Deficiency Syndrome ◽  
Hiv And Aids ◽  
Structured Interviews ◽  
Prevention Education ◽  
Community Activities ◽  
Sexual Activities ◽  
Aids Knowledge ◽  
Grade 8

Efforts to stem the tide of the Human immunodeficiency virus (HIV) and Acquired immune deficiency syndrome (AIDS) pandemic in Africa emphasise the necessity that learners should be able to make informed decisions. Although learners in Zimbabwe’s schools are taught about HIV and AIDS, the extent of their knowledge needed to be determined. The major objective was to assess the knowledge of secondary school learners in Harare, Zimbabwe, about HIV and AIDS. Structured interviews were conducted with 75 Grade 8 (Form 1) secondary school learners from four schools in Harare.Most learners had obtained their HIV and AIDS knowledge from schools, but some did so from their parents, community activities, the radio or television. No learner had commenced with sexual activities and all had heard about HIV, but not all knew what HIV was, and even fewer could define AIDS. Less than one-third of the learners could mention the three most important HIV preventive measures. Most learners were willing to undergo voluntary counselling and testing (VCT), but few had done so. As no learner had commenced sexual activities, opportunities existed to empower Grade 8 (Form 1) learners with adequate HIV and AIDS knowledge. Generally the learners’ HIV and AIDS knowledge levels were high but some misconceptions existed. Schools should engage with radio and television programmes to address misconceptions about HIV and AIDS. Learners should be enabled to access VCT services. More effective HIV prevention education in Zimbabwe’s schools, could enable more youth to remain HIV negative.OpsommingPogings om die Menslike Immuniteitsgebrekvirus (MIV) en Verworwe immuniteits-gebreksindroom (VIGS) pandemiese golf in Afrika te stuit, beklemtoon die noodsaaklikheid dat leerders ingeligte besluite moet kan neem. Alhoewel leerders in Zimbabwe se skole onderrig word oor MIV en VIGS, behoort die omvang van die kennis vasgestel te word. Die hoofdoelwit was om sekondêre skool leerders van Harare, Zimbabwe, se MIV en VIGS kennis te bepaal. Gestruktureerde onderhoude is gevoer met 75 Graad 8 (Vorm 1) sekondêre skool leerders van vier skole in Harare.Die meeste leerders het hulle MIV and VIGS kennis by skole opgedoen terwyl ‘n paar dit van hulle ouers, gemeenskapsaktiwiteite, die radio en televisie gekry het. Geen leerders het met seksuele aktiwiteite begin nie, almal het van MIV gehoor, maar nie almal het geweet wat MIV is nie, en nog minder kon VIGS definieer. Minder as een-derde kon die drie belangrikste MIV voorkomende maatreëls noem. Die meeste leerders was gewillig om vrywillige berading en toetsing (VBT) te ondergaan, maar min het dit reeds gedoen.Aangesien geen leerder seksueel aktief was nie, bestaan geleenthede om Graad 8 (Vorm 1)leerders te bemagtig om ingeligte besluite te neem. Oor die algemeen was die leerders se MIV en VIGS kennisvlakke hoog, maar wanopvattings het bestaan Skole behoort saam te werk met radio en televisie programme ten einde wanopvattings aan te spreek. Leerders moet in staat gestel word om VBT dienste te benut. Doeltreffender MIV en VIGS voorligting in Zimbabwe se skole, kan meer jong mense in staat stel of HIV negatief te bly.

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