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Wanda Pillow presents a critical analysis of federal law and polciy towards pregnant teens, representations of teen pregnancy in popular culture and educational policy assesses how schools provide educational opportunities for school aged mothers. Through in- depth analysis of specific policies and programmes, both past and present, thsi book traces America's successes and failures in educating pregnant teens. Unfit Subjects uses feminist, race and poststructural theories to inform a satisfactory educational policy.

In March 2020 all schools in Italy were closed due to the Covid‐19 pandemic, and the novelty of distance learning was introduced. During the 2020–2021 school year, pre‐primary and primary schooling was carried out in situ, while secondary education was re‐organized into a mixed system, with students spending 50% of their time attending classes from home, in distance learning. This reconfiguration was a challenge to students, teachers, and parents, affecting the learning experience of the most vulnerable students and students with disabilities, particularly. It necessarily brought into question Italy’s “progressive” legal framework for “school inclusion.” The scope of the present article is to analyze the teaching activities carried out with students with disabilities in Italy during the first wave of the emergency lockdown and their consequent challenges for school inclusiveness. An overview of the Italian inclusive model in education and the national measures adopted to guarantee the right to education during times of school closure/restriction is outlined. We have sought to test the hypothesis that distance learning may introduce many risks for inclusion (resulting in a “downgrading inclusion,” that is, a decline of the level of inclusion already reached for students with disabilities), but it may also present an improvement in how teachers address these students and their needs. To this end, after reporting data from the available studies on this target, we provide insights from a web questionnaire submitted to a non‐probabilistic sample of nearly 150 primary and (lower and upper) secondary school teachers. Results showcase that, though with a general worsening of school inclusion, in some cases, teachers were actually able to support students with disabilities and their families in a new, customized, empathetic, and more attentive manner.

Context: The persistent low female participation in male-dominated trades is not attracting a high level of public attention and policy action. There are determined, yet adhoc actions by advocates in response to evidence that economic benefits will be derived for industry and women through increased female participation in the male-dominated trades. Occupational segregation of the trades remains resistant to change. Methods: To better understand the barriers limiting female participation in the male-dominated trades from the perspective of young women, this PhD study features interviews with female secondary students, complemented by interviews with industry stakeholders and a quantitative analysis of VET and trade participation data. The three primary research questions are: 1) What is the extent of gender segregation in vocational education and training (VET) and typically male-dominated trades in Australia, and how does this compare internationally? 2) Why do very few female students choose male-dominated trades as their job pathway? 3) What can be done, particularly in the education and training sectors, to increase female interest in, and take-up of, the male-dominated trades? Findings: The results of this research showed that the composition of trade-qualified females in male-dominated trades is persistently low at 2-3%. The views of young women affirmed the evidence showing system-wide barriers limit female interest in these trades. Most influential is that gender stereotypes of work are set by Year 10 and that female enrolment in Maths (a pre-requisite for male-dominated careers) is low; these trades are seen as \"jobs for the boys who don't do academic,\" and the fear of intimidation and harassment deters young women. Low enrolment of female students in male-dominated trade courses indicates that this entrenched occupational segregation of the trades will remain resistant to change for some time to come. Conclusion: The findings indicate that ad hoc responses to overcome gender segregation of the trades is not effective. Influenced by systems theory and a social ecological model (SEM) of change, the researchers promote the need for sustained, nation-wide awareness and action involving VET and school sectors, industry, government and trade unions to attract more women into male-dominated trades. (DIPF/Orig.).

BackgroundNowadays, scientists not only need to be creative, resourceful, and inventive regarding their research questions and need to understand their field and research methods, but also need to know how to teach, how to catalog, how to fill out proposal forms, and much more. The main goal of this study was to investigate and compare science interest profiles of different groups of students, focusing both on successful participants in science competitions and on possible gender differences. We expected that successful participants in science competitions would generally have greater interests in scientific activities than non-participants but were especially interested in such areas we expect from successful scientists today, thereby helping us judge the design of successful enrichment measures.ResultsSignificant mean differences in interest in science activities between participants and non-participants of science competitions were found on six of seven dimensions as well as regarding in-school activities, activities in enrichment measures, and vocational interests. The differences were especially large concerning investigative, social, enterprising, and networking activities. Moreover, we found differences between girls and boys on the social and artistic dimensions, meaning that girls were significantly more interested in science activities which also had an artistic and creative aspect such as drawing or a social aspect such as teaching.ConclusionsWe not only found overall differences to-be-expected favoring the participants, but also could also identify specific profiles. Especially large differences were consistently found in those areas which could be regarded as especially important for most researchers. Our findings might help developing measures and activities to foster the interest in science activities for “regular” students as well as for especially talented students.

Wenn der schulische Unterricht von hoher Qualität ist, dann fühlen sich die Schüler:innen wohler. Wie gut die Unterrichtsqualität ist, hängt maßgeblich von den Lehrpersonen und deren Verhalten ab und so können unterstützende, aktivierende, aber auch gerechte Verhaltensweisen von Lehrer:innen das Wohlbefinden der Schüler:innen erhöhen. In Österreich unterscheidet sich das Lehrer:innenverhalten in den Mittelschulen und Gymnasien erheblich. Mittelschullehrer:innen werden beispielsweise von ihren Schüler:innen häufiger als unterstützender aber auch als aktivierender wahrgenommen. Darüber, welche dieser Verhaltensformen wie mit schulischem Wohlbefinden zusammenhängt und sich nach Mittelschule und Gymnasium unterscheidet, liegen bisher nur wenige Untersuchungen vor. Daher wird im vorliegenden Beitrag anhand von allgemeinen linearen Modellen geprüft, welche Formen des Lehrer:innenverhaltens jeweils mit dem Wohlbefinden von Mittelschüler:innen und Gymnasiast:innen zusammenhängen. Basis der Analyse ist eine repräsentative Befragung (n = 2.964) von Schüler:innen der achten Schulstufe in Österreich. Die Ergebnisse zeigen, dass vor allem ein aktivierendes Verhalten seitens der Lehrperson zu einer Steigerung von Wohlbefinden der Mittelschüler:innen beiträgt. Bei Gymnasiast:innen hängt dagegen ein wertschätzender Umgang stärker mit dem Wohlbefinden zusammen. Schlagwörter: schulisches Wohlbefinden, Lehrer:innenverhalten, Unterrichtsqualität, Sekundarstufen Schulen / Relationships of teacher behaviour and well-being among middle school and grammar school students. Approach by general linear modeling. Abstract: When teaching at school has a high quality, students feel well. The degree of teaching quality depends on the teachers, who have significant influence on the well-being of students. Supportive, activating as well as equitable teaching increases students’ well-being. In Austria, teacher behaviour differs considerably between middle schools and grammar schools. Middle school teachers, for example, are more often perceived as more supportive by their students, while grammar school teachers are somewhat more often perceived as fair. However, there is little research on which of these behaviours is related to students well-being and how it differs between middle schools and grammar schools. Therefore, this article uses general linear models to examine which forms of teacher behaviour are related to the well-being of middle school and grammar school students. The analysis is based on a representative survey (n = 2.964) of 8th grade students in Austria. The results show that fair and appreciative as well as supportive behaviour on the part of the teacher contributes to an increase in the well-being of middle school students to approximately the same extent. For grammar school students, on the other hand, appreciative behaviour is more strongly related to well-being. Keywords: students well-being, teacher behaviour, teaching quality, secondary schools

Strengthen gifted girls′ potential by exploring characteristics of girls′ giftedness; factors affecting development; issues of resilience, self-efficacy, and personal ethics; and the importance of supportive adults.

How Yemeni girls reconcile their religious culture with their experiences in an American high school.

Girl bullying, also called relational aggression, is a very real and pervasive problem in schools. Studies show that bullying is as common in girls as it is in boys, but that it can be more covert and thus more difficult for school professionals to detect and address. This book covers the causes and characteristics of relational aggression and outlines assessment, prevention, and intervention methods for counsellors, administrators, teachers, and parents. Included are sample forms and checklists that educators can use to document and address bullying for both the perpetrator and the victim. This resource blends academic, empirical, and practical perspectives to answer the questions of: - What girl bullying is - Why it happens - What it looks like - How to measure it - How to help girls deal with incidents

Data from the National Science Foundation (2014) indicate that at least one PhD in economics was awarded to a Swarthmore College graduate in every year since 1966. The authors' purpose in this article is to consider factors that may have contributed to the high number of PhDs in economics awarded to Swarthmore College graduates. While there is little doubt that self-selection plays a significant role, they describe curricular and environmental aspects of the economics department at Swarthmore that may have contributed to this outcome.