Entrances and exits: changing perceptions of primary teaching as a career for men

Original article can be found at: http://www.informaworld.com/smpp/title~content=t713640830~db=all Copyright Informa / Taylor and Francis. DOI: 10.1080/03004430802352087The number of men in teaching has always been small, particularly in early childhood, but those that do come into teaching usually do so for the same reasons as women, namely enjoyment of working with children, of wanting to teach and wanting to make a difference to children's lives. However, in two separate studies, the authors have shown that on beginning teacher training in 1998, and at the point of leaving the profession in 2005, men and women tend to emphasise different concerns. This article will explore those differences and seek possible explanations for how men's views of teaching might be changing over time.Peer reviewe

Not just for romance: applications of speed dating in social work education

In this article we address how a contemporary adaptation of the \u27speed dating\u27 model was used for educational purposes with two cohorts of social work students. We outline the dimensions of \u27speed dating\u27 as a contemporary social phenomenon, then address how this model relates specifically to groupwork process, and can be used to facilitate social work student learning. The curriculum for two classroom group activities using the \u27speed dating\u27 model are outlined, the first to develop university level study skills, the second for debriefing field placement learning experiences. Finally we examine why the \u27speed dating\u27 metaphor was successful in provoking a playful yet constructively creative space for students to engage in groupwork process.<br /

Attitudes towards science: a review of the literature and its implications

This article offers a review of the major literature about attitudes to science and its implications over the past 20 years. It argues that the continuing decline in numbers choosing to study science at the point of choice requires a research focus on students ‟ attitudes to science if the nature of the problem is to be understood and remediated. Starting from a consideration of what is meant by attitudes to science, it considers the problems inherent to their measurement and what is known about students‟ attitudes towards science and the many factors of influence such as gender, teachers, curricula, cultural and other variables. The literature itself points to the crucial importance of gender and the quality of teaching. Given the importance of the latter we argue that there is a greater need for research to identify those aspects of science teaching that make school science engaging for pupils. In particular, a growing body of research on motivation offers important pointers to the kind of classroom environment and activities that might raise pupils ‟ interest in studying school science and a focus for future research