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Changing schools at 11 or 12+ is a critical, often traumatic event
in a pupil's career. Earlier studies had looked at this
transitional stage from the schools' point of view, in the light of
institutional aims and objectives. Originally published in 1984,
this richly detailed and readable study looks at it from the
pupils' point of view: it illustrates their perceptions of the
transfer, their anxieties and their experiences. The book is the
result of a research project, in which children transferring from a
typical middle school to a typical comprehensive in a Midlands town
were observed over a period of eighteen months. The authors reveal
various ways in which children adjust to a large, more complex
school organisation, to new forms of discipline and authority, and
new demands in school work. They emphasise the significance of
teenage culture during this period, and identify an important area
of interplay between school culture and sub-culture. They pay
special attention to gender identities, and the ways in which these
affect pupils' responses to different subjects in the curriculum.
Finally, they consider the theoretical and policy implications of
their survey, and make positive recommendations for improving
school and classroom practice at both primary and secondary level.
Based on observation of sex education programmes and in-depth
interviews with young people, the authors aim to understand more
about adolescent's attitudes to sexuality and their sexual
behaviour in order to develop policies which will meet their needs
more appropriately and effectively.
Issues covered in this interesting and accessible book include the
ways adolescent informal culture affects sex education programmes
and practice; the impact of gender inequality on sex education and
safer sex behaviours; legislation and policy frameworks which
effect sex education policies; the way young people see legislation
and evaluate sex education programmes; and the impact health
professionals can have in school sex education.
The authors contend that the insights into the values and views
that young people bring to bear on the sex education they receive
should have an important role to play in the development of policy
and practice of those involved in sex education work.
Based on observation of sex education programmes and in-depth interviews with young people, the authors aim to understand more about adolescent's attitudes to sexuality and their sexual behaviour in order to develop policies which will meet their needs more appropriately and effectively. Issues covered in this interesting and accessible book include the ways adolescent informal culture affects sex education programmes and practice; the impact of gender inequality on sex education and safer sex behaviours; legislation and policy frameworks which effect sex education policies; the way young people see legislation and evaluate sex education programmes; and the impact health professionals can have in school sex education. uhe authors contend that the insights into the values and views that young people bring to bear on the sex education they receive should have an important role to play in the development of policy and practice of those involved in sex education work.
This title was first published in 2000: Effective service
provisions for young people are often said to be the key to
Community Safety planning yet research frequently shows young
people as over-controlled yet under-protected. Taking up this
dilemma, this work draws upon a large survey of young people's
attitudes towards the opportunities facing them and the communities
in which they live. The book explores many aspects of young
people's lives that adult society finds so disconcerting or
threatening or which agency service providers find so difficult to
address. The results of these surveys are contrasted with surveys
amongst key agency personnel - social services, education, housing,
police and the youth service - developing contrasting perspectives
on "young people's needs". These findings are then further
contrasted with a survey of adult community reactions, revealing
markedly different levels of tolerance and intolerance. Discussion
of the research findings is situated within a critical review of
existing youth diversion and community safety policy initiatives
which, by listening to young people and resisting the
"demonization" of the young, attempts to take a fresh look at the
contemporary "youth question".
This title was first published in 2000: Effective service
provisions for young people are often said to be the key to
Community Safety planning yet research frequently shows young
people as over-controlled yet under-protected. Taking up this
dilemma, this work draws upon a large survey of young people's
attitudes towards the opportunities facing them and the communities
in which they live. The book explores many aspects of young
people's lives that adult society finds so disconcerting or
threatening or which agency service providers find so difficult to
address. The results of these surveys are contrasted with surveys
amongst key agency personnel - social services, education, housing,
police and the youth service - developing contrasting perspectives
on "young people's needs". These findings are then further
contrasted with a survey of adult community reactions, revealing
markedly different levels of tolerance and intolerance.
Changing schools at 11 or 12+ is a critical, often traumatic event
in a pupil's career. Earlier studies had looked at this
transitional stage from the schools' point of view, in the light of
institutional aims and objectives. Originally published in 1984,
this richly detailed and readable study looks at it from the
pupils' point of view: it illustrates their perceptions of the
transfer, their anxieties and their experiences. The book is the
result of a research project, in which children transferring from a
typical middle school to a typical comprehensive in a Midlands town
were observed over a period of eighteen months. The authors reveal
various ways in which children adjust to a large, more complex
school organisation, to new forms of discipline and authority, and
new demands in school work. They emphasise the significance of
teenage culture during this period, and identify an important area
of interplay between school culture and sub-culture. They pay
special attention to gender identities, and the ways in which these
affect pupils' responses to different subjects in the curriculum.
Finally, they consider the theoretical and policy implications of
their survey, and make positive recommendations for improving
school and classroom practice at both primary and secondary level.
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