Gotowe bibliografie tematyczne / Learning about sex

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Gotowa bibliografia na temat „Learning about sex”

Autor: Grafiati

Data publikacji: 23 maja 2025

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Artykuły w czasopismach na temat "Learning about sex"

Attwood, Feona, Meg John Barker, Petra Boynton i Justin Hancock. "Sense about sex: media, sex advice, education and learning". Sex Education 15, nr 5 (28.07.2015): 528–39. http://dx.doi.org/10.1080/14681811.2015.1057635.

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Macdowall, Wendy, Kaye Wellings, Catherine H. Mercer, Kiran Nanchahal, Andrew J. Copas, Sally McManus, Kevin A. Fenton, Bob Erens i Anne M. Johnson. "Learning About Sex: Results From Natsal 2000". Health Education & Behavior 33, nr 6 (31.05.2006): 802–11. http://dx.doi.org/10.1177/1090198106289003.

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To date, the focus of sex education research has tended to be on the effect of education on behavioral outcomes. There is little data on the felt needs of young people, how well they are met, and how provision might be improved. Here we report on main source of information about sexual matters, adequacy of knowledge, further needs, and preferred source of additional information, using data from a probability sample survey of people aged 16 to 44 years in Britain (Natsal 2000). A total of 11,161 participants (4,762 men and 6,399 women) were interviewed. The response rate was 65.4%. The results show that despite the assumed worldliness and sophistication of young people about sexual matters, there is a great deal of self-perceived ignorance among them. Parents and schools are the preferred source of further information. We need to enable parents to provide information to their children, especially their sons.

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Kincaid, James R. "What the Victorians Knew About Sex". Browning Institute Studies 16 (1988): 91–99. http://dx.doi.org/10.1017/s009247250000211x.

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“Victorian Learning on Sex”: nearly every term in this sequence baffles me. I am friendly with “on,” but the others, especially in company with one another, are alien. It is a pitiful thing for a grown-up to admit that he is befuddled by the term “sex,” but I also do not know what “Victorian learning” is or why we are interested in it.

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Ochs, Eric P., Marta Meana, Louise Paré, Kenneth Mah i Yitzchak M. Binik. "Learning about sex outside the gutter: Attitudes toward a computer sex-expert system". Journal of Sex & Marital Therapy 20, nr 2 (czerwiec 1994): 86–102. http://dx.doi.org/10.1080/00926239408403420.

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Hutchinson, Sara. "Let’s write about sex – YA fiction as a means of learning about sexuality". New Writing 13, nr 2 (3.05.2016): 315–25. http://dx.doi.org/10.1080/14790726.2016.1168849.

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Unis, Brian David, i Christina Sällström. "Adolescents’ conceptions of learning and education about sex and relationships". American Journal of Sexuality Education 15, nr 1 (4.06.2019): 25–52. http://dx.doi.org/10.1080/15546128.2019.1617816.

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White, Isabel. "'Lets Talk About Sex'- An Innovative Learning and Teaching Resource". Journal of Advanced Nursing 49, nr 4 (luty 2005): 445. http://dx.doi.org/10.1111/j.1365-2648.2005.03358_1.x.

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Hirst, Julia. "Researching young people's sexuality and learning about sex: experience, need, and sex and relationship education". Culture, Health & Sexuality 6, nr 2 (marzec 2004): 115–29. http://dx.doi.org/10.1080/13691050310001600969.

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Jackson, Rachel, i Hannah Fairbairn. "Let’s talk about sex!: Reflections on running a sex education group in female learning disability secure services". Clinical Psychology Forum 1, nr 327 (marzec 2020): 33–37. http://dx.doi.org/10.53841/bpscpf.2020.1.327.33.

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This article serves to reflect on the challenges of facilitating a Sex and Relationship Education Group in a female secure learning disability (LD) service. Topics covered included relationship types, boundaries, sexual intercourse, sexual health, consent, sexual orientation and gender identity.

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Elton, Lotte, Wendy Macdowall i Melissa Palmer. "UG2 The association between birth order and sexual health outcomes:how is birth order associated with learning about sex, early sexual experience, and sexual risk behaviour?" Sexually Transmitted Infections 93, Suppl 1 (czerwiec 2017): A15.2—A15. http://dx.doi.org/10.1136/sextrans-2017-053232.42.

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IntroductionWhile the effect of birth order on psychosocial outcomes has been widely discussed in the literature, little research examining birth order effects on sexual health has been undertaken. This analysis identifies the associations between birth order and learning about sex, first sexual experiences and sexual risk behaviours.MethodsThis analysis uses data from Natsal-3, a stratified probability sample survey of 15,162 men and women aged 16–74 in the UK. Bivariate logistic regression was conducted to identify crude odds ratios for the association between birth order and sexual health outcomes. Multivariate logistic regression was performed adjusting for socio-demographic factors and sibling number.ResultsMiddle-born and last-born men were less likely to have found it easy to speak to their parents about sex around age 14 (OR 0.59, p=0.003; OR 0.69, p=0.009) and to have learned about sex from their mothers (OR 0.64, p=0.014; OR 0.76, p=0.045). Last-born women were less likely to report a parental main source of sex education (OR 0.64, p=0.003). Being a last-born male was associated with decreased odds of having had 5+ lifetime heterosexual partners (OR 0.75) and reporting ever had heterosexual anal sex (OR 0.77).DiscussionThese results provide the basis for further research on the association between birth order and learning about sex, and highlight later-born males in particular as being less likely to report parental involvement in sex education. Qualitative research is recommended in order to gain a broader understanding of the ways in which birth order effects manifest in learning about sex.

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Rozprawy doktorskie na temat "Learning about sex"

Burns-O'Connell, Georgina. "Catholic parents' perceptions of young people's learning about sex and relationships". Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/23410/.

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It is widely accepted that sex and relationships education (SRE) is an adversarial subject. Though there is ample evidence of its significance for young people's sexual health and wellbeing, the subject is entrenched in political and cultural conflict and differences of opinion from parents, teachers, governors, religious organisations, and young people. Many Catholics' beliefs regarding sex differ from those of the Catholic hierarchy. My thesis explores this issue from the perspectives of Catholic parents in England and focusses on their views of young people's learning about sex and relationships, and how Catholicism has influenced this. Using a qualitative methodology informed by feminist research principles, Catholic parents' perceptions of SRE were explored using in-depth interviews. A variety of Catholic parents' voices (11 participants) were identified using existing networks and snowballing techniques. The reasoning behind parents' choices and views relating to their children's learning about sex and relationships was explored using an interpretivist approach. The empirical findings from this study contribute unique insights to understanding Catholic parents' support for young people's learning about sex and relationships. Subjective factors (for example, the experience of divorce) influenced the way many of the participants thought about, or provided, SRE for their children. Although they had little knowledge of school provision, most supported unbiased, compulsory SRE curricula. Learning about sex and relationships within the family often relied on an opportunistic and open approach, however many of the participants identified their own poor SRE as a barrier to the education they (aimed to) provide for their children. Perhaps unsurprisingly, the findings from this project suggest that Catholicism influenced some of the participant's thinking about SRE. Additionally, this was also evident in those who no longer practiced as a Catholic. Overall, this study brings to light the complexities, contradictions, and subtleties regarding Catholic parents' views on young people's learning about sex and relationships.

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Watts, Anna. "Women learning about sex : lessons from the old and new (anti)feminism in Poland". Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/women-learning-about-sex(20f844fc-ee96-4975-a7b4-3db002f82b73).html.

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This research study explores popular sex advice texts, such as teenage and women’s magazines, not only as resources for sexual learning and the construction of sexual identities but also as potential sites where the formulation, (re)production and contestation of the dominant discourses of femininity and female sexuality take place. My examination is set within the unique and novel cultural context of Poland; a country with a long-standing tradition of dissent and an unusual location of struggle between the discourses of global neo-liberalism juxtaposed against the ideals of former socialism and the powerful tradition of Catholicism. Poland is also a location where after the systemic change in 1989, feminist activism has enjoyed an increasing popularity. This research project is a feminist-informed examination of the discourses of female sexuality in popular culture and media that involves analyses of popular Polish sex advice materials as well as semi-structured interviews with young women in Poland, some of whom identified themselves as feminists. Apart from exploring topics relating to romantic relationships, the interviews also looked into the issues of sex education, sexualisation of culture, as well as feminist identification and consciousness. The text materials analysed included excerpts from archival Polish teenage magazines Bravo and Bravo Girl! and the popular psychology magazine for women, Charaktery. The analytical approaches deployed here utilised selected tools developed within discursive psychology (Edley 2001) and the textual analysis developed by Fairclough (2003). Discursive narratives of un-readiness threaded through the participants’ accounts around the themes of sex education, sexualisation and romantic love. Other girls, but predominantly not the participants themselves when they were younger, were constructed as too sexually uneducated, sexualised and misguided by the media in their understanding of what it takes to form intimate and fulfilling romantic and sexual relationships. The positive self-presentation as a sophisticated, discerning, free-thinkingand articulate individual was achieved through the juxtaposition with other persons that lacked these qualities. The social context in which these identities and counter identities were constructed was often perceived as in need of intervention and improvement, especially within the participants’ accounts around sex education in Poland and the role of the newly-emergent media in the promotion of gender discrimination.

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Bullard, Wendy. ""Need more for to get your treatment done. Years." : a qualitative analysis of the views of men with learning disabilities about a sex offender treatment programme". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/9724.

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Background: Evidence for the effectiveness of psychological treatments for sex offenders with learning disabilities is far from overwhelming. Qualitative studies can augment quantitative research by providing insight into the experiences of those who receive such treatment. There are a number of qualitative studies of the views of offenders but few that focus on the views of those with learning disabilities. Method: A systematic review was carried out of qualitative studies of the views of sex offenders, with and without learning disabilities, about their experiences of treatment. An empirical study, using Interpretative Phenomenological Analysis, explored the views of men with mild learning disabilities about one particular group treatment. Results: The review identified that a supportive atmosphere, good therapeutic relationship, trust and positive peer interactions were highly valued. Some elements of treatment, such as offence disclosure, were seen as both difficult and helpful. In the empirical study, themes regarding offence disclosure and trust were also identified. In addition, treatment was characterised as being about giving and receiving advice. Participants struggled with some of the other concepts used in treatment but described gains including becoming a mentor and developing a sense of mastery. Most strikingly, participants described needing extensive time in treatment in order to gain benefit. Over time they moved from feeling anxious and angry about treatment to feeling positive, supported and trusting. Conclusion: Sex offenders with learning disabilities may need long-term treatment programmes in order to effect change. Treatment providers should be sensitive to offenders’ feelings of initial anxiety and anger.

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Dorworth, Vicky E. "Learning about the criminal justice protagonists: a content analysis of gender messages in the crime film genre". Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/27987.

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Various forms of popular culture serve to educate and socialize as well as influence human behavior. In a discipline such as criminal justice, little is known by the general public about the individuals involved with the system: the law enforcer, the victim, and the offender. Therefore, the construction of reality for most is likely to come from media representation. A content analysis was used as a method to systematically evaluate crime films over a period of 20 years to investigate what gender messages were apparent in the genre. A sample of 42 crime films was drawn beginning in 1972 through 1992. The main and supporting characters were analyzed to determine if gender differences existed in regard to occupational representation, victimization, and offending. Focus was on occupational representation. The data was compared to the official data to ascertain whether the gender representations in the films reflected the official data. Trends over the 20 year period were analyzed to determine if the portrayal of women and men over the years reflected the changes experienced in the criminal justice system. The research provided an understanding of the content of this form of popular culture. Males were more likely included in the films than females. This is consistent with the reality of male domination in the field of criminal justice and with past research which indicated that women were often excluded from films. Computed Chi-square tests indicated that significant relationships existed between sex and evidence of the police personality; sex and character appearance in casual, uniform, and seductive attire; sex and use of all types of force; sex and use of expert and coercive power; and sex and aggression as a style of conflict resolution. T Tests revealed that there were sex differences in character appearance in uniform and seductive attire, use of aggression as a style of conflict resolution, commission of crime, and commission of nonviolent crime. The films closely represented the official data in regard to male and female violent offenders with a small overrepresentation of female violence and an equally small underrepresentation of male violence. Women were underrepresented as property offenders and men were overrepresented. In terms of victimization, women were overrepresented as victims of violent crime and property crime. Over the two decades, women were consistently absent when compared to the number of men casted in the films; were consistently underrepresented as law enforcers, with the exception of two, three year intervals; and were most often casted as wives or girlfriends of law enforcers except in one, three year interval. Men were most likely to be seen as law enforcers in every interval, again consistent with the male domination seen in the law enforcement field. Sexism Level I films, indicating extreme sexism, was found to be at least in 67% of all films for each three interval except from 1984 to 1986.
Ed. D.

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Barton, Amanda. "Pupils' responses to foreign language learning in the context of national concern about boys' performance, with specific reference to single-sex classes in co-educational schools". Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36962/.

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The thesis investigates pupils' approaches to learning modern foreign languages, particularly within the context of a single-sex teaching group. It represents a response to both the prevailing concern generated by the disparity between boys' and girls' achievements in this subject area, and to researchers' recommendations that the effects of a single-sex setting be investigated more closely (Powell, 1986; Batters, 1988). The findings are based on classroom-based research which adopted a case study approach to observe the practices of five mixed comprehensive schools in the UK which taught languages to one or more segregated cohort for at least one academic year. The data is predominantly qualitative and was collected over a period of two years by the following means: group and individual interviews; a range of questionnaires; classroom observation; and informal discussions with pupils and staff. The thesis begins by contextualising the issue of boys' underachievement in modern foreign languages. The first two chapters undertake a review and analysis of relevant research findings relating to both the reasons for boys' underachievement and the single-sex schooling debate. Chapter 3 describes the methods adopted by the researcher and outlines the central features of the five schools. The empirical findings of the research are analysed in Chapters 4, 5, 6 and 7. Chapters 4 and 5 address generic language teaching and learning issues; Chapter 4 focuses on teaching and learning styles and Chapter 5 examines pupils' attitudes to modern foreign languages. Chapters 6 and 7 focus more specifically on the observed effects of single-sex grouping, exploring the pupils' and teachers' perceptions respectively. Chapter 8 draws conclusions from the findings and makes recommendations for further research. In bringing together qualitative data from multiple sources, the thesis gives original and comprehensive insight into an area which is currently of considerable national and political interest. The findings suggest that boys' often negative attitudes to the subject are informed by a complex myriad of variables, including: the perceived relevance and difficulty of the subject; individual personality; learning preferences; the pupils' socio-economic background; and the teaching style. Where single-sex setting is perceived as an important influence on pupils' motivation and performance, it is usually recognised to be operating in conjunction with these other variables.

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Iyer, Padmini. "Risk, rakhi and romance : learning about gender and sexuality in Delhi schools : young people's experiences in three co-educational, English-medium secondary schools in New Delhi, India". Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/59533/.

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Based on multi-method research with Class 11 students (aged 15-17) and their teachers at three English-medium, co-educational secondary schools in Delhi over nine months in 2013-14, this thesis explores how young people's understandings and experiences relate to national and international understandings of gender, sexuality and education. The thesis examines the interplay between institutional practices and students' agency within schools (drawing on Connell's 2000 framework), while I use the concept of ‘sexual learning' in order to consider young people's experiences both within and beyond the classroom (Thomson & Scott 1991). Study findings indicate the influence of concerns about adolescent sexuality on school curricula and on disciplinary practices, which sought to maintain gender segregation in co-educational spaces. The thesis also reveals the ways in which narratives of girlhood and masculinities shaped young people's lives; particularly in the wake of the December 2012 gang rape case in Delhi, these gender narratives were both contradicted and reinforced by seemingly ubiquitous stories of sexual violence. Stories of sexual violence also formed a source of gendered, risk-based sexual learning, which reinforced risk-based narratives of sexuality within formal and informal sources of sexual learning accessed by young people. The thesis also reveals heterosocial dynamics within school peer cultures as an important source of sexual learning. Students proved adept at negotiating assumptions about ‘appropriate' interactions such as idealized rakhi (brother-sister) relationships, and formed less restrictive heterosocial friendships and romantic relationships. In particular, stories about peer romances emerged as an alternative source of sexual learning, which undermined dominant risk-based narratives of young people's sexuality and offered more positive understandings of pleasure and intimacy. A key methodological contribution is the use of a narrative analytical framework in which Plummer's (1995) sexual stories are considered in terms of Andrews' (2014) political narratives. Using this framework, the thesis examines the text and context of ‘small stories' told within research encounters, and the interrelations between these micro-narratives and macro-narratives of gender, sexuality and education in post-liberalization India. This framework facilitates the examination of interrelations between local experiences and national and international understandings in the thesis. A key substantive contribution of the study is to address a lack of research on how young people learn about gender and sexuality in Indian schools. As the study largely captures the experiences of urban, middle-class young people, the thesis also contributes to the existing body of literature on middle-class experiences in post-liberalization India (e.g. Gilbertson 2014; Sancho 2012; Donner & De Neve 2011; Lukose 2009), and specifically underlines the importance of education as a site for middle-class young people's negotiation of gendered and sexual politics.

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Woodley, Giselle. "Born into porn: Young people’s sources of sexual information. Perspectives on pornography and challenges and resistances to relationships and sexuality education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2025. https://ro.ecu.edu.au/theses/2923.

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Today’s young people are born into an era where online sources of sexual content, such as pornography, are readily accessible as a source of information. While pornography might serve as a salve for curiosity and provide some sexual information, turning to pornography for information about sex has both positive and negative aspects. Young people’s practices around accessing such information online are consequently worthy of exploration. This thesis seeks to interpolate teens’ access to pornography with their experiences of school based RSE. These perspectives are captured at a crucial time as consent has become mandatory within the Australian curriculum. Teens argue that current programs, including those on consent, are risk-focused and lack balanced information, which may contribute to fears around sex. More information around communication, pleasure, and mutual care is needed. Integrating pornography literacy as part of a wider digital sexual literacy could also be beneficial. This study uses qualitative data from 49 interviews (including 19 follow-up interviews a year later with 30 teens) and four focus groups with participants aged 11–17 to offer their suggestions for improvement. This thesis also aims to identify teens’ perspectives on other valuable sources of information which may supplement more formal sources of knowledge. Sometimes, teens turn to pornography to fill gaps of sexual information or to find more positive representations of sex and bodies that schools and parents currently do not provide. This thesis addresses public concerns and challenges in providing comprehensive RSE, such as teacher training, fears of sexualising children and whether schools can provide the specific sexual information desired by teens.

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Mattsson, Cathrine. "Barns miljömedvetande : En undersökning om sexåringars tankar och kunskap om nedbrytning och återvinning". Thesis, Karlstad University, Faculty of Social and Life Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-863.

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Syftet med mitt arbete var att undersöka sexåringars miljömedvetenhet, samt hur de har tillförskaffat sig denna kunskap. Jag har genomfört kvalitativa intervjuer med samtliga 13 elever i en förskoleklass. Genom att diskutera kring 7 saker glasburk, läskedrycksburk, löv, papptallrik, plastmugg, tidning och äppelskrutt som vi lade ut i skogen under en månad fick jag kunskap om vad barnen trodde skulle ske med sakerna under tiden i skogen, var barnen skulle ha slängt sakerna samt hur de hade erhållit denna kunskap.

Barnen trodde att det var vädret som påverkade processen med sakerna i skogen. De utgår från vad de har sett och sätter in det i ett sammanhang. Det har lärt mig att utgå från barnens vardag när det gäller naturvetenskapliga fenomen.

När det gäller återvinning var kunskapen större om glasåtervinning än om plaståtervinning hos sexåringarna. Kunskapen om kompostering var obefintlig. Genom detta arbete tror jag att kompostering kan vara ett bra sätt att väcka miljöintresse hos barn.

Jag fann att mamman var en viktig kunskapsförmedlare inom detta område. 10 av 13 barn svarade att någon anhörig hade lärt dem det som de svarade i denna studie. Av dessa 10 barn nämnde 8 mamma eller mamma och pappa som anhörig. Två av barnen svarade att de hade erhållit kunskapen genom TV. Ingen av barnen nämnde förskolan eller förskoleklassen som kunskapsförmedlare.

The purpose of my study was to examine the environmental awareness of six-year-olds and how they have acquired this knowledge. I have carried out qualitative interviews with all the thirteen pupils in one pre-school class.

By discussing seven things, a glass jar, a soda can, a leaf, a paper plate, a plastic mug, a newspaper, and an apple core, which we put away in the forest for a month, I gained the knowledge of what the children thought would happen to the seven different things and where they had acquired their knowledge.

The children thought it was the weather that affected the process of the seven things. Their assumptions were based on what they see and put into a context. I have learnt to start from children’s everyday life when explaining scientific phenomena, to children.

When it comes to recycling, the fact was that the knowledge of recycling glass was more widely spread than the knowledge of recycling plastics among the six-year-olds. The knowledge of composting was nonexistent. As a result of this study, I think that composting might be a good idea in order to raise an environmental interest among children.

I found that mothers were important contributors to knowledge in this field. When questioned who had taught them what they knew in this field, ten of thirteen children answered that a close relative had taught them what they knew, i.e. what they had answered in the study. Eight out of these ten pupils mentioned their mothers or their mothers and fathers as this/these close relative/s. Two of the children said that they had acquired this knowledge through TV. None of the children mentioned day care centre, nursery school or pre-school class as contributors to any environmental awareness.

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Oliveira, Guiomar Marins Justino de. "Ser na língua do outro: uma investigação heurística do ensino-aprendizagem de FLE". Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-15032016-163440/.

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O presente estudo tem por objetivo analisar as reflexões sobre a prática de ensino, feitas pelo próprio pesquisador enquanto professor de francês, língua estrangeira, em contexto exolíngue de ensino-aprendizagem, por meio da análise de seus relatos de vida ou narrativas (auto)biográficas (Connelly & Clandinin, 1995; Zabalza, 2002; Souza, 2008; Holly, 2013; Nóvoa, 2013) acompanhados de seus diários de aula. Como forma discursiva, os relatos permitem ao narrador a rememoração e o resgate de experiências vividas; dessa forma, a narrativa apresenta-se, igualmente, como um retrato da situação no momento acontecido, trazendo consigo uma significação social, cheia de descrições e informações sobre um determinado contexto sociocultural e permitindo aos indivíduos, envolvidos no relato ou não, a compreensão do vivido pela perspectiva do narrador. Os relatos aqui trazidos dizem respeito à minha formação docente como um todo. Quanto aos diários de aula, eles concernem as atividades didáticas que realizei nos cursos FLE, FOS, FOU do CFIPOLI- USP. A presente pesquisa se define como uma investigação qualitativa, feita à luz da metodologia de pesquisa heurística de Clark E. Moustakas (1994). O registro de vida e das aulas constituem um espaço de expressão e de elaboração do pensamento do professor, no qual ele se expõe como profissional e pessoa; ao (se) expor, ele explica e interpreta sua ação pedagógica em aula e fora dela. Desta forma, como sujeitonarrador trago questões que influenciaram minhas ações e decisões pedagógicas e complemento os relatos com estudos específicos e analíticos, além de reflexões sobre práticas de aulas apresentadas. Todo esse processo, apenas possível pela ação reflexiva docente, contamina todos os envolvidos gerando um processo consciente e reflexivo também no(s) aluno(s).
The present study aimed to analyze the reflections about the teaching practice performed by the researcher as a French teacher, foreign language, in exolingual context of teaching and learning, by analyzing his life reports or autobiographical narratives (Connelly & Clandinin, 1995; Zabalza, 2002; Souza, 2008; Holly, 2013; Nóvoa, 2013) together with his class diary. As discursive form, the reports allows the narrator the recalling and the rescue of past experiences, thus, the narrative is presented as a picture of the situation from the that moment, bringing with it a social meaning, full of descriptions and information about a certain sociocultural context and allowing the subjects, involved in the report or not, the understanding of moment by the narrator perspective. The reports of this article are about the authors graduation being a teacher as a whole. About the class diary, they report the didactics activities performed in courses of FLE, FOS, FOU of CFI-POLI-USP. The present research is defined as a qualitative investigation, done by the methodology of heuristic research of Clark E. Moustakas (1994). The class and life records constitute a space of expression and development of teachers thought, exposing him professionally and as a person, doing it, the teacher explains and interprets his pedagogical actions inside and outside the class. Thus, as narrator subject, bringing issues that influenced the actions and pedagogical decisions and adding the reports with specific and analytics studies, besides the reflections about the practice of presented classes. All this process, only is possible by the teachers reflective action, contaminates everyone involved promoting a conscious and reflective process for students also.

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Lewis-Cole, Kelly. "Learning to swim in a stormy sea : an exploration of the dilemmas facing parents in providing explanations for children about traumatic brain injury". Thesis, University of East London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532496.

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Książki na temat "Learning about sex"

Perigo, Brenda. Sex education: Teaching & learning about sexuality and relationships. Oxford: Oxfordshire County Council, Education Service, 1992.

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Kelly, Gary F. Learning about sex: The contemporary guide for young adults. Wyd. 3. Woodbury, N.Y: Barron's Educational Series, Inc., 1986.

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McCarthy, Michelle. Your rights about sex: A booklet for people with learning disabilities. Plymouth: BILD, 1996.

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Sondra, Zeidenstein, i Moore Kirsten, red. Learning about sexuality: A practical beginning. New York: Population Council, International Women's Health Coalition, 1996.

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Shumba, Overson. Teaching and learning about growing up and sexual maturation: A teacher educator's resource book. Harare: University of Zimbabwe, Human Resources Research Centre, Faculty of Education, 2006.

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Thomson, Rachel. Learning about sex: Young women and the social construction of sexual identity. London: Tufnell Press, 1991.

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Charlton, Michele Martin. Sex, there's always a choice: Lessons, reviews, questions & answers for learning about sexuality. Osceola, Ind: Teaching Sex Education, 1991.

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Overson, Shumba, i University of Zimbabwe. Human Resources Research Centre., red. Teaching and learning about growing up and sexual maturation: Teachers' resource book for infant grade 3 and junior grade 6. Harare: University of Zimbabwe, Human Resources Research Centre, Faculty of Education, 2006.

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Lorna, Scott, i Family Planning Association, red. Talking together: About sex and relationships : a practical resource for schools and parents working with young people with learning disabilities. London: fpa, 2003.

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Levkoff, Logan. Third base ain't what it used to be: What your kids are learning about sex today and how to teach them to be sexually healthy adults. New York: New American Library, 2007.

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Więcej źródeł

Części książek na temat "Learning about sex"

Chowkhani, Ketaki. "Learning about sex in urban India". W The Limits of Sexuality Education, 68–100. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003275381-4.

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O’Driscoll, Aileen. "The Reverse Stereotype and the Double Standard: Expressions of Concern About Advertising’s Treatment of Men". W Learning to Sell Sex(ism), 113–54. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94280-3_4.

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Blackburn, Maddie. "Life-long learning about sex on an uncertain life course". W Sex, Intimacy and Living with Life-Shortening Conditions, 77–93. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003278399-9.

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Senior, Kate, i Richard Chenhall. "More than “Just Learning About the Organs”: Embodied Story Telling as a Basis for Learning About Sex and Relationships". W The Palgrave Handbook of Sexuality Education, 95–114. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-40033-8_5.

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da Silva, Vera M. F., i Lucas G. Spinelli. "Play, Sexual Display, or Just Boredom Relief?" W Sex in Cetaceans, 153–71. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35651-3_8.

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AbstractCetaceans use objects and interact with conspecifics for play and socializing, often exhibiting complex behaviors that we do not understand. A few seconds of activity on the water’s surface rarely indicates intraspecific behaviors and interactions. What has already been described chiefly for common bottlenose dolphins (Tursiops truncatus) has been extrapolated to other species, with little information on river dolphins despite their accessibility. In this chapter, we review what is known about sexually related behaviors in different contexts, such as learning, play, sexual display, aggression, and boredom (weariness and restlessness through a lack of interest) among cetacean species, especially the Amazon river dolphin (Inia geoffrensis).

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Balderston, Susie, Alessandra Lanti, Samuel Thomson, Jessica Hyer Griffin, Cherida Fraser, Caoimhe Ní Dhónaill i Teela Sanders. "Bridging Gaps: Peer Recommendations for Better Services". W Palgrave Advances in Sex Work Studies, 177–90. Cham: Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-77715-8_7.

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Abstract In this chapter, we present recommendations for change written by the project's peer researchers, based on their findings from the study. During qualitative interviews, the peers discussed with sex workers how services should change and what actions could be taken to bring about this change. The peer researchers then discussed potential changes in action learning sets, a problem-solving process explained in detail in Chapter 9. Their personal experiences as sex workers and/or practitioners in the field gave them a deep understanding of the challenges that sex workers face. Their analysis followed an action research approach and aligned with the trauma-informed design of the project.

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Rothwell, William J., Smita Singh i Jihye Lee. "Phase 3: Briefing Team Members About the Accelerated Action Learning Set". W Accelerated Action Learning, 51–63. New York: Productivity Press, 2023. http://dx.doi.org/10.4324/9781003348658-4.

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Packalén, Saara, i Pekka Henttonen. "Adding Paradata About Records Processes via Information Control Plans". W Knowledge Management and Organizational Learning, 215–32. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-53946-6_12.

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AbstractTo ensure evidence and to control systematically records’ life span in digital environment, we need additional data about records’ background, history, and actions creating those records. National and international specifications typically set requirements for metadata and functionality that an electronic records management system must have. Creation of metadata is resource consuming. One solution to this problem is to hide and automate records management processes. The chapter examines how this has been done in Finnish public administration. Firstly, the chapter contributes to discussion about description of records management processes and adds understanding of possibilities for adding metadata to records. Secondly, we aim to stir up interest toward the use of a concept paradata in recordkeeping and invite discussion of benefits of understanding some of recordkeeping metadata as paradata. While paradata is not an established term in archives and records management, it is a befitting concept to describe information that is gathered about records during their life span.

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Bauer, Elisabeth, Michael Sailer, Jan Kiesewetter, Claudia Schulz, Iryna Gurevych, Martin R. Fischer i Frank Fischer. "Learning to Diagnose Students’ Behavioral, Developmental, and Learning Disorders in a Simulation-Based Learning Environment for Pre-Service Teachers". W Learning to Diagnose with Simulations, 97–107. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89147-3_8.

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AbstractReasoning about students who might have behavioral, developmental, or learning disorders is a relevant aspect of teachers’ everyday practice (Reinke et al., Sch Psychol Q 26(1):1, 2011). Therefore, this content area should be part of teacher education. Accordingly, we developed a simulation-based learning environment in which pre-service teachers gather information about six individual students. Learners examine reports about students’ behavior, e.g., in the classroom or at home, and analyze the students’ performance and records of their work. The pre-service teachers’ task is to integrate the given information and draw a diagnostic conclusion for each student. Several design aspects were investigated using the simulation. The most challenging design aspect was to automatically generate adaptive feedback on epistemic diagnostic activities and diagnostic outcomes (Schulz et al., e-teaching. org Themenspecial, Was macht Lernen mit digitalen Medien erfolgreich, 2019). The studies we conduct are replicated in a parallel project in medical education.

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Alava, Henni, Janet Amito i Rom Lawrence. "Learning Marriage Ideals and Gendered Citizenship in “God-Fearing” Uganda". W Learning, Philosophy, and African Citizenship, 177–96. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94882-5_10.

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AbstractThis chapter contributes to understanding the space between religion, gender and citizenship through a focus on teaching and learning about marriage in Ugandan churches. While pastors focused marriage teaching on the primacy of a church wedding, sexual purity and harmony through hierarchy, church-going women saw cohesion, spirituality and physical survival as cornerstones of an ideal relationship. By juxtaposing how women saw themselves as having learned these ideals, and how pastors saw themselves as teaching theirs, we illustrate that teaching and learning about gender, relationships and citizenship—and the character-moulding concomitant within these processes—occurs more in everyday lives than in places formally set out for the purpose. To achieve contextualized understanding of citizenship in religious contexts, it is important to pay attention to both religious teaching and practice and to develop methodological tools that identify how men and women actually learn about their worth, rights and responsibilities as citizens.

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Streszczenia konferencji na temat "Learning about sex"

Yang, Changhuei. "Computational Microscopy for Pathology Analysis". W Frontiers in Optics, FM1B.1. Washington, D.C.: Optica Publishing Group, 2024. https://doi.org/10.1364/fio.2024.fm1b.1.

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In this talk, I will discuss some of our recent computational microscopy and deep learning work, that showcase some of these shifts in the context of pathology. I will talk about APIC – an improved computational microscopy method to collect and process image data, which brings significant workflow advantages to pathology. I will also talking about the use of Deep Learning in image analysis, and point out some of the surprising and impactful ways Deep Learning can improve pathology. Full-text article not available; see video presentation

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Barbastathis, George, Sandip Mondal, Thiara Ahmed, Bingayo Tan, Qihang Zhang, Fabian Braeu, Liangcai Cao, Michael Girard, Leopold Schmetterer i Aung Tin. "On the use of Machine Learning for Quantifying Complex Processes, With Application to Retina Vasculature and Glaucoma Diagnostics". W Novel Optical Materials and Applications, NoM3H.3. Washington, D.C.: Optica Publishing Group, 2024. https://doi.org/10.1364/noma.2024.nom3h.3.

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We investigate the mapping between flows on complex graphs, such as retina vasculature, and spatial-temporal flucturations in the far field. Unsupervised and supervised learning algorithms can be used to invert these maps and obtain quantitative information about connectivity and blood flow. Full-text article not available; see video presentation

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Bakkar, Nour Mounira, Abdalrahman Mostafa, Ahmed K. Eladl, Mohamed Abdelhack i Ahmed F. El-Yazbi. "Age- and Sex- Specific Aberrations of Arterial Pressure Control in Prediabetes: What does Machine Learning reveal about Frequency Domain Analysis of Blood Pressure?" W ASPET 2024 Annual Meeting Abstract. American Society for Pharmacology and Experimental Therapeutics, 2024. http://dx.doi.org/10.1124/jpet.068.958000.

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Ilea, Mihai, Marius Turnea, Calin Corciova i Mariana Rotariu. "AN E-LEARNING TOOL FOR MATHEMATICAL MODEL OF CHOLESTEROL HOMEOSTASIS DEPENDING ON DIET AND AGES". W eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-200.

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The human health has many important aspects and the cholesterol regulation is one of them. The low-density lipoproteins cholesterol (LDL-C) transports plasma cholesterol (about 60%) and it is responsible by its depositing on arteries for atherosclerotic process, increasing the probability of cardiovascular events. High-density lipoproteins (HDL) can reduce this process by transport about 30% of plasma cholesterol. The balance is modified in the process of aging and depend also of other factors as diet, and physical exercises. An educational tool is proposing that use basically two mathematical models: (1) a simple one by two compartment model proposed by Wona & Hrydziuszko that include an dietary term, and (2) a more complex one that include the mechanism of simulation of aging proposed by Mc Auley. The values of parameters for both models are taken from literature and the user can modify them in order to test and simulated the models. The diet is modeled in the first model as an additive variable, and other variable are deduced from stability analysis and are assumed based on heuristic trials. In the second model, the mechanism of aging is simulated empirically (because the complete mechanism is not known yet) by increasing the LDL-C values and decreasing the number of hepatic LDL receptors (HLDLR) by decreasing the parameter that represents rate of synthesis. The tool has a library with selected curves for (HDL-C) and (LDL-C) from different countries of the world by age and sex extracted from literature. In the future development, this information will be used to model and analytic additive function for (LDL-C) curve by fitting of parameters with experimental one in system of differential equations that models the cholesterol homeostasis.

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Aboltina, Liga. "Pre-School Teachers’ Understanding about Children's Self-Directed Learning". W 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.001.

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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the goal of lessons to provide ready knowledge to lead and control the learning process. Observations in preschool classes show that teachers often do not have sufficient understanding on how to organize and process self-directed learning. In various studies self-directed learning is mainly based on the experience of schools and universities, associating preschools with school practice and researches. Schools and teachers are challenged to promote children’s self-directed learning. The aim of the paper is to identify the understanding of preschool teachers about self-directed learning in preschool and to find out the criteria for self-directed learning. Research methods used was content analysis of scientific literature and sources and survey of teachers. The research results indicate that preschool teachers relatively understand the essence of self-directed learning and determine the need for preschool teachers to promote children's self-directed learning in preschools.

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Pirina, Maria Grazia. "NEW TREND IN COMPETENCE FRAMEWORK FOR SPORTS MANAGERS". W INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/133.

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ABSTRACT To achieve the objectives of empowering female sports managers through an up-skill process related to marketing, communication, & visibility strategies, Germany & Italy realized comprehensive research about the current needs of sports managers in communication/ marketing skills. This study aims to determine the profiles of the sports managers in each country and their level of sport management competencies. The descriptive-comparative research design, & descriptive statistics were used, such as mean, mode, standard deviation, & frequency count, in describing the respondents’ profiles. In contrast, a t-test was used to compare the level of competencies of sports managers in each country by sex and One-Way ANOVA for age group, the number of years of experience, & their educational level. Intensive training learning was emphasized in developing the sports management competencies of female sports managers in Germany & Italy. Based on the data for Germany, it was found that there aren’t significant differences between different genders in Germany in the 25 sections making up the questionnaire. It can be noted that there was greater importance to sections on marketing, legal foundation, risk management, & conflict management. Barriers preventing bigger benefits were also identified. For Italy, there are no big differences between males & females. Females attach lesser importance to financial management, human resources, time management, & decision-making. The study reveals intensive training through non-formal education is an effective intervention program to enhance the sports management competencies of female sports managers. Trainers delivering projects in Germany & Italy have paramount importance in developing & improving the management competencies of female sports managers. The methodology should be continuously used as a new strategy to advance the competencies of female sports managers to attract more financial resources & to improve the visibility of female teams.

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Pavulena, Laura, i Janis Pavulens. "Conversations between Rural Basic School Students, Parents and Teachers about Students’ Learning". W 16th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2023. http://dx.doi.org/10.22616/reep.2023.16.013.

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Students grow up and learn in various changing environments that channel their developmental trajectories, moreover, they are not passive targets of environmental influences, but active participants who receive diverse feedback about their successes and failures. Timely formative feedback about their learning helps students to adjust their goals, plans, and behaviour, as well as develop agency/co-agency, which is one of the most important tasks in lifelong learning during this century. Therefore, it is important to find out how frequent and qualitative is the feedback on students' learning provided by teachers and parents (we refer to parents to denote all caretakers/guardians who make decisions about students education) and received by students. The aim of the study was to find out how conversations between students, parents and teachers about student learning contribute to the learning process in rural basic school. To reach the aim of the study two research questions were raised, and to answer them several research objectives were set; the theoretical basis of conversations about learning and examples of good practice in basic education were found out through analysis of scientific literature and normative documents, as well as a survey of 58 students, 32 parents and 16 teachers was conducted in a Latvian rural basic school. To analyse the differences between subgroups of respondents contingency analysis was used, as well as Mann-Whitney and Spearman's rank correlation coefficients were calculated. The results of the theoretical research and survey confirm the importance of individual student-parent-teacher conversations about student learning in the learning process in basic school, as well as highlight differences (including statistically significant differences) in the understanding of such conversations in different groups of respondents.

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Berbuir, Ute. "Establishing a new seminar to combine learning about technology and society". W SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1337.

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For the transformation we face in industry and society, a broad societal consensus and collaboration between different stakeholders are vitally important. With this in mind, the Environmental Engineering program focuses on environmentally relevant technical developments and the consideration of systemic interrelationships while incorporating societal frameworks. The recently implemented course Technology – Dialogue – Society was developed as an introduction to these complex tasks for first-year students. It focusses on topics of the energy transition sector and public participation. The learning objectives of the course are the acquisition of methodological competencies as well as the promotion of communication, teamwork and the ability to reflect. An overarching goal of the course is also onboarding of students in the program. A wide set of teaching-learning methods is used to achieve this broad objectives. In addition to lectures, collaborative and dialogue-oriented teaching-learning methods such as problem-based learning, peer review of student work, conversational simulations and reflection assignments are used. A particular challenge of implementation was the course size of approximately 100 students and the need for online teaching due to the Covid-19 pandemic. The structure of the course is described and the evaluation results of the first run are presented.

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Richiteanunastase, Elenaramona, Camelia Staiculescu i Corina Cace. "E-LEARNING ABOUT SELF-CAREER. AN ANALYSIS OF ROMANIAN E-COUNSELLING SERVICES". W eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-045.

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The challenges of living in a world of constant change and insecure environments, the stress of looking for a job and finding one that fits and motivates you is a stressful search for a student or a graduate. Offering a helping hand to students and graduates through counselling services appears to be the best idea so far. According to the 5th key message of the Memorandum of Lifelong Learning (Brussels, 2002) – Rethinking guidance and counselling, a new approach is needed to make counselling a better, more accessible service. This message together with the need to offer help to students and graduates suggests that counselling services should use more accessible channels to youth, like Internet. The online career counselling services offer a more attractive and facile manner of finding information about the world of careers and employment opportunities, a better way of knowing yourself and putting yourself in a good light, a easy manner of receiving a piece of advice – in fact a more pragmatic manner of learning about self and self-career using the internet. Learning mediated by internet, internet learning or e-learning how it is called today offer many possibilities for career counselling of students and graduate. In this paper we shall analyse the theoretical and practical challenges concerning this topic and we also present a research conducted to see the development of the Romanian e-counselling services offered to students and graduate in terms of mission, methods of counselling, proposed activities and available resources and so on. In the end we shall try to suggest a few ways of development of these services.

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António, Ana Sofia, i Sofia Rézio. "MAtMO A facebook project about Mathematics´teaching and learning". W INNODOCT 2021. Valencia: Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13615.

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There is published research that justifies that teaching-learning based on mathematical modeling, through problem based learning methodology, in a real context and that stimulates the use of information and communication technologies [ICT] tools will produce many benefits. For this reason, two mathematics teachers recently created the MAtMO project through an account on a social network. In this digital support, pedagogical experiences that are being carried out from the 1st year to higher education have been disseminated, because it is understood that this approach can and must be transversal. It is a page aimed to students, parents, teachers, researchers and anyone interested in these topics. Till the present moment, the following have been published: (1) a challenge for 6th grade students on calculating the purchase price of a grass mat; (2) short videos, produced by students of the Master in Teaching of the 1st Cycle, within the scope of Mathematics´ Didactics course, in which they present a daily problem and the respective mathematical model that solves it; (3) an interdisciplinary modeling activity, integrated in the Go-Lab platform; (4) an activity on the calculation of areas of two-dimensional objects using integral calculation; (5) the presentation of the book Contos e Contas, consisting of a set of stories written by students and proposals of activities involving mathematical contents. The research interests with this project are: (1) to understand how ICT can contribute to the promotion of learning in mathematical modeling; (2) to understand how publications (and interactions) on a social network contents based on mathematical modeling, promotes students' motivation. Created on March, 14/2021, so far, 2090 people have been reached, there are 1356 interactions with publications, 295 followers and 278 likes on the page.

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Raporty organizacyjne na temat "Learning about sex"

Katumbi, Lara, Salome Njambi, Anushka Ghosh, Shilvaan Patel i Nicolas Bottan. Estimating the impact of educational television on literacy, gender, and SEL. Busara, listopad 2024. http://dx.doi.org/10.62372/gkqn1155.

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This paper presents evidence from a large randomized controlled trial (RCT) in Kenya, investigating the effects of watching a new children’s educational TV show at home. One novel aspect of the show is that, besides being instructional, it focuses on changing children’s mindsets about reading, gender attitudes, and socioemotional learning. We recruited 4,300 children from 346 public schools. Students in randomly selected treatment schools received encouragement to watch the publicly broadcasted TV show. We sent parents biweekly SMS reminders about the time and channel the TV show aired. Students in control schools did not receive any encouragement or reminders about the show. The TV show is a cartoon program named Nuzo & Namia that targets children aged 6 to 9. It was created in 2023 by Ubongo and its main educational objective is to improve literacy. Additionally, it aims to change gender norms and encourage different forms of socio-emotional learning (i.e., confidence and curiosity). Identifying the causal effect of our encouragement treatment relies on random assignment at the school level. Our primary estimates captured intention-to treat (ITT) effects. We used a household survey to collect data. We collected endline data a year after the baseline and after about 9 months of exposure to the TV show. The endline survey also collected self-reported measures of watching the show to estimate the local average treatment effects (LATE) for treatment compliers.

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Manna, Paul. Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy. The Wallace Foundation, wrzesień 2015. http://dx.doi.org/10.59656/el-pp6412.001.

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Ahmed, Syeda Kashfee, i Petra Lietz. Explaining students’ attitudes towards a sustainable future: Evidence from SEA-PLM 2019 data. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-724-3.

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This report discusses how students’ attitudes towards global issues are now crucial more than ever to build a sustainable world for future generations. The first section describes why students’ attitudes towards school and learning are important and how they are linked to the Educational Prosperity Framework (Willms & Tramonte, 2015). The second section highlights the literature about the key factors which can influence students’ attitudes towards school and learning and how they are related to students’ attitudes towards sustainable development. The third section discusses the methods used for analysing the relationships between these different factors and outcomes, using data from the Southeast Asia Primary Learning Metrics (SEA-PLM) program in 2019. It also explains the rationale for the selection of the key variables. The fourth section presents the main results. The fifth section concludes with some key observations that support the goal of raising the awareness of future generations of their ecological footprints and to strive for a sustainable world.

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Rocha, Israel de Jesús. Aprendendo a ser relacionalmente afetado: notas sobre práticas de relações públicas e mediações técnicas / Learning to be affected:notes about practices of public relations and technical mediations. Revista Internacional de Relaciones Públicas, grudzień 2015. http://dx.doi.org/10.5783/rirp-10-2015-09-141-162.

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Pritchett, Lant, i Marla Spivack. Understanding Learning Trajectories Is Key to Helping Adolescent Girls. Research on Improving Systems of Education (RISE), wrzesień 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/032.

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There is a growing consensus among national governments and development partners about the importance of girls’ education. This is reflected in the UK government’s commitment to quality education for every girl for 12 years, and in targets for increasing girls’ schooling and learning adopted by the Group of 7 (G-7) countries at their meeting in mid-2021 (G7, 2021). The emergence of this consensus comes at a critical time. Education systems in low- and middle-income countries are facing a learning crisis, with many systems failing to equip children with the foundational skills they need to reach their full potential. Within this movement for girls’ education, much attention is focused on the unique challenges adolescent girls face, and on programmes to help girls stay in school. But designing interventions without sufficient understanding of the drivers of adolescent girls’ challenges will leave policy makers frustrated and girls unaided. To help adolescents reach their full potential, we must first understand what is undermining their progress in the first place. Understanding learning trajectories (how much children learn over time) is key to helping both today’s and tomorrow’s adolescent girls. This insight note briefly explains what learning trajectories are and then offers six analytical insights about learning trajectories that can inform education systems reforms to ensure that every girl meets her full potential.

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Green, Crystal, i Clara García-Millán. Spotlight: Social & Emotional Learnin. HundrED, listopad 2021. http://dx.doi.org/10.58261/cqtm5329.

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The COVID-19 pandemic has renewed a global discussion of the importance of schools and teachers for supporting children social and emotional learning. Policymakers, school administrators, and teachers are working to reconceptualise approaches to teaching and learning that help students develop skills for setting goals, managing behaviour, and building relationships, within and beyond the classroom. In order for education systems to truly develop the broad set of competencies young people need to thrive socially, academically, and professionally, students need to develop a range of social and emotional skills. Social and emotional skills help us to handle our impulses, manage and speak about emotions, and build healthy relationships. After the mass trauma caused by the pandemic, we all need these skills more than ever. But how can we increase social and emotional skills in children throughout the globe in a systematic way? HundrED and The LEGO Foundation have partnered in this Spotlight project to identify impactful and scalable solutions that help parents and educators support the development of children’s social and emotional skills.

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova i Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.

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Clement, Timothy, i Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.

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Bairstow, Alexander, i Thomas Broom. Hepp Multiple Intervention Programme Pilot Year – Impact and Learning. Sheffield Hallam University, 2024. http://dx.doi.org/10.7190/steer/hepp_mip.

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In 2022/23 Higher Education Progression Partnership (Hepp) piloted a multiple intervention programme (MIP) for learners in Years 8 to 10. Three interventions were delivered, aiming to provide participants with the knowledge, skills, and confidence to make informed decisions about progression to higher education. Evidence suggests that such sustained interventions are more impactful on increasing HE access, as well as enabling Hepp to conduct more robust evaluation. As a pilot study, we were aiming to test any measurable change in outcomes. We aimed for a wide variation in programme configuration (such as delivery methods, session types, cohort sizes) to see what was most effective. We tested the full range of outcomes derived from Hepp's existing resources to see in which areas the programme was most impactful. We used a pre- and post-survey with 28 pre-validated 5-point Likert scale questions measuring 12 outcomes. Pre- and post-surveys were matched for 840 learners across 18 schools, with Wilcoxon's signed rank test being used to test for significant differences. Overall, there were significant positive differences in scores for fit and belonging, self-efficacy, academic confidence, choices and pathways, and expectations for progression, and for some questions testing financial and career benefits, and social/academic benefits. The largest increases seen were in knowledge and attitudes around student finance. Qualitative research was also conducted to understand learner experience of the programme. An open question asked learners what they had gained from the programme (n=496) - although limited in depth, these showed appreciation of knowledge gained. A focus group showed that, although learners did not know they were on a programme, they showed a good level of understanding of higher education and future options and a sense of fit and belonging at university. Recommendations based on the impact demonstrated, operational changes to programme design, the consistency of the programme, and data collection processes are also considered.

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Ross-Larson, Bruce. Why Students Aren’t Learning What They Need for a Productive Life. Research on Improving Systems of Education (RISE), marzec 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe13.

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The RISE program is a seven-year research effort that seeks to understand what features make education systems coherent and effective in their context and how the complex dynamics within a system allow policies to be successful. RISE had research teams in seven countries: Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam. It also commissioned research by education specialists in Chile, Egypt, Kenya, Peru, and South Africa. Those researchers tested ideas about how the determinants of learning lie more in the realm of politics and particularly in the interests of elites. They focused on how the political conditions have (or have not) put learning at the center of education systems (mostly not) while understanding the challenges of doing so. Each country team produced a detailed study pursuing answers to two central research questions: Did the country prioritize learning over access, and if so, during what periods? What role did politics play in the key decisions and how? The full studies detail their analytical frameworks, their data, and sources (generally interviews, government internal documents and reports, and other local and international publications), and the power of their assessments, given their caveats and limitations. Country summaries extract from the full studies how leadership, governance, teaching, and societal engagement are pertinent to student outcomes (see the next page). This synthesis, in line with Levy 2022, draws on the country summaries to detail the salience of goals of national leaders, alliances of stakeholders, missions of education bureaucracies, and expectations of society.

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