Gender comparisons of fat talk in the United Kingdom and the United States

This study compared different forms of body talk, including "fat talk," among 231 university men and women in central England (UK; n = 93) and the southeastern United States (US; n = 138). A 2 (gender) by 2 (country) repeated measures ANOVA across types of body talk (negative, self-accepting, positive) and additional Chi-square analyses revealed that there were differences across gender and between the UK and US cultures. Specifically, UK and US women were more likely to report frequently hearing or perceiving pressure to engage in fat talk than men. US women and men were also more likely to report pressure to join in self-accepting body talk than UK women and men

Preparing for Secondary Inclusion: What Educators Can Learn from Parents of Students with Disabilities

As part of a movement toward collaboration between general and special education teacher preparation, the authors met with focus groups including parents of teenagers with disabilities, English and special education teachers, and pre-service teachers from both programs. Some of our most relevant findings sprang from conversations with parents whose children were placed in inclusive settings. The issues that surfaced highlight several issues relevant to teacher development and support. Most remarkable is the clarification that there are two worlds of education: school for the masses and school for the exceptions. The purpose of this article is to present what we learned from parents of teenagers with disabilities through our analysis of the primary issues they identified. We also provide a context and hypothesis for gaps in teacher expectation and preparation, and finally identify pathways for improving teacher preparation through collaboration at the university, school, and teacher levels

Seeking Community: Narrative Inquiries into the Transition Experiences of Intern Teachers through Face-to-Face and Electronic Communication

Secondary education interns in fifth-year licensure programs assume a complex variety of identities: preservice teachers, graduate students, and licensed first-year teachers. Inspired by a dual interest in the complexities of the transition experiences of novice teachers and in the effectiveness of community building through communication, the purpose for this study was to examine four novice teachers’ transitions—from student to student-teacher to licensed teacher—throughout the internship year. The impact of participation in a peer learning community, through electronic and face-to-face communication, was also explored. The study employed a qualitative research design, which provided the intern-participants with extended opportunities for anecdotal dialogue in both electronic and face-to-face environments. The research questions guiding this study asked first about the issues involved in the participants’ transition experiences, and second, how participation in a peer community, through electronic and face-to-face communication, influenced that transition. The findings for the study are presented through the participants’ transition narratives, and organized into the study’s five themes: major and minor characters, placement landscapes, landmark events, transition metaphors, and identities. An additional theme, atypical experiences, was added following a face-to-face group meeting. Based on the participants’ comments and on the perceived benefits of their community participation, the study’s findings support the formation of peer learning communities. A combination of online and face-to-face communication methods appeared to be the most accessible and least intrusive during the busy internship year. Teacher education programs interested in providing purposeful, consistent, and candid dialogue through peer communities need to carefully consider issues of confidentiality, comfort with electronic communication, facilitation, community support, and implications of required participation