Literature indicates that sex role stereotyping in the sexuality education classroom is a pervasive problem in three primary areas: sexual responsibility, sexual orientation and sexual purpose. According to the literature, girls are portrayed as potential victims, with near exclusive sexual responsibility for controlling boys who are irresponsible and sexually aggressive (Rury, 1987). Regarding sexual orientation, queer relationships are ignored and heterosexual relationships are emphasized (Fine, 1988; Lenskyj, 1990). Discussions of sexual purpose (the reasons for sexual relationships) focus almost exclusively on reproduction, and not pleasure, particularly for women (Fine, 1988; Greenberg and Campbell, 1987). However, studies are outdated and few focus on actual classroom practices of teachers. This study explores how sexuality education in three Ontario classrooms aligns with literature on sex role stereotyping. Data from classroom observations, interviews and documents are analyzed using qualitative methods. Findings indicate that the teaching practices reflected a more complex picture than literature on sexuality education suggests. Although stereotypes were reinforced, surprisingly, there were several occasions when the teachers also challenged sex role stereotypes. This study identifies obstacles to gender equitable teaching practices and makes recommendations for research, teacher practice, policy and theory.

Dans le but d'elucider la dynamique de l'apprentissage de groupe, nous analysons la resolution de probleme en termes de strategies et d'accomplissement en situation. Les strategies sont observees au cours de la resolution d'un probleme creatif complexe et peu defini, et des notes de nature biographique sont prises sur le contexte d'implantation et d'experience de ces strategies. Nous proposons une definition originale des strategies de resolution de probleme. Les strategies sont definies comme un ensemble de choix reflexifs et regulateurs etablis en connexion avec le contexte de la tache et en coherence avec des buts sociaux. Ces choix sont operes dans chaque groupe d'apprentissage en accord avec un regulateur different: pair, stagiaire, ou expert. Ces regulateurs se preparent, interviennent en un discours pedagogique dont des extraits sont analyses, et reflechissent a voix haute apres l'action sur ses implications. L'objectif general de la recherche est de determiner par des moyens quantitatifs et qualitatifs quelles strategies d'apprentissage, lors de la resolution d'un probleme en groupe, sont reliees a la reussite de la tache et aux progres des eleves: (a) Determiner la relation entre l'organisation observee dans des groupes regules par une enseignante experte, une novice ou un pair, et la reussite d'une tache verbale complexe sur le plan des savoirs, des procedures, et de l'experience; (b) Decrire le traitement de l'information dans la resolution du probleme pose dans chaque groupe en indiquant le role des informations issues de l'environnement de la tache, des modeles de situation interiorises par les eleves, des dispositions et des buts sociaux-affectifs; (c) Interpreter les resultats en termes d'optimalisation de l'apprentissage en groupe. Le probleme analyse consiste a enregistrer, en groupe, un message original et creatif sur un repondeur telephonique (message sortant). Pendant l'experimentation, la regulation dans la resolution de probleme porte sur plusieurs episodes strategiques: ecouter ou lire les consignes, reflechir, planifier, explorer, appliquer et verifier. L'ensemble du processus d'apprentissage est influence par des situations particulieres: experience anterieure, implicite ou explicite, modeles de situation (maniere dont les enfants se representent ce qu'ils font), biographies individuelles et de groupe. (Abstract shortened by UMI.)

The purpose of this study was twofold: (a) to explore how adolescent girls perceive and feel about their bodies while they engage in physical education and how they navigate ways to feel comfortable within their own bodies and the physical education environment and (b) to engage in student-centered exploratory projects. Participants were seven ninth and tenth grade girls. Data were collected from focus group and individual interviews, critical incidents forms, journals, and descriptive field notes from observations. Data were analyzed using content analysis and open, axial, and selective coding (Strauss & Corbin, 1998). Results indicated that four primary factors positively and negatively influenced their thoughts, feelings, and experiences in physical education (a) gender issues in coeducation classes, (b) activities offered, (c) 'people' in the class, and (d) public display in physical education. First, the complexity of gender issues in coeducation classes such as; male dominance, gender segregation, and gender stereotypes, influenced their comfort and type of participation in physical education. Second, prior experience and design of the activity enhanced or exacerbated their perceived competence and opportunity for success. Third, friends and other classmates affected whether they socialized and felt comfortable in physical education class. Finally, the public nature of physical education caused participants to fear being embarrassed and exposed their bodies, which allowed them to compare their bodies and skill ability to other girls in class. Collectively, participants' comfort embodied these factors that affected their thoughts, feelings, and experiences in physical education. Participants' comfort influenced whether they did not participate, participated (i.e., blending in), or actually participated. Participants purposely created strategies to thrive or survive in physical education based on their comfort. Furthermore, participants created informational products as a result of their exploratory projects, which were dispersed among faculty and students. Results suggest that adolescent girls are willing to share their thoughts, feelings, and experiences when they are provided a comfortable and safe space where they can engage in discourse among their peers. Adolescent girls have a deeper understanding of how they think and feel within their bodies and their stories need to be told and heard.

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA, 2004) now includes language that permits local education agencies to use a process that determines if a child responds to scientific, research based interventions as part of their evaluation procedures. This reauthorization of IDEA 2004 has led to an increase demand for rigorous research on the outcomes of various models of response to intervention (RTI). Many of the components of RTI have a thorough base of empirical support. However, little empirical work has gone into understanding the standardization of service delivery and implementation of RTI in schools. There are two purposes to this study. First, this evaluation aims to provide formative evaluation data which will aid in the improvement of the processes and functions associated with the Clark County (Las Vegas) RTI Model in their critical role of supporting student achievement. Additionally, observations are then placed into a broader context in how they might contribute to the research base regarding implementation and service delivery standardization. Program evaluation data were collected from ten designated RTI schools in the Clark County School District in Las Vegas, NV that included structured interviews, surveys, direct observation of meetings, and a review of student intervention cases. Overall, results indicated evidence of an effective use of assessment and intervention tools across schools in a prevention oriented model. Unique examples of intervention service delivery models are discussed along with future directions for research.

While there is preliminary evidence supporting the use of collaborative problem solving teams in schools (e.g., Telzrow, McNamara, & Hollinger, 2000) only a few outcome measures have been explored in relation to these procedures, and the results have been inconsistently demonstrated across projects (Burns & Symington, 2002). Additionally, it has been found that many school teams are inconsistent in their implementation of quality consultation procedures (e.g., Doll et al., 2005). Unfortunately the positive outcomes that have been associated with collaborative problem solving teams cannot be implied in practice until there is evidence that these procedures can be incorporated into real life situations (Telzrow et al., 2000). This research utilized an explanatory case study design to investigate the factors that contribute to quality team consultation procedures in applied settings. The analysis of the permanent products of cases seen by three Instructional Support Teams (IST) during the 2006-2007 school year, revealed that on average IST’s were able to implement five out of seven problem solving steps with fidelity. There was little evidence to confirm that teams provided detailed information on interventions that were implemented, or that treatment integrity data were collected regularly. Higher rates of implementation were found to be weakly associated with both greater goal attainment (r=.203, p=.044) and fewer referrals to special education (r=.230, p=.025). A comparison of mean implementation rates between academic and behavioral problems also indicated that teams implemented the process with greater fidelity when working on academic concerns (t (97) =3.387, p=.001). Focus group discussions revealed that team members and teaching staff considered the IST process to be more effective in addressing academic rather than behavioral problems. IST members identified the following factors as contributing to the success of their teams: administrative support, intervention support provided by specialists and Title 1 staff, participation of experts on teams, and teachers’ attitudes. Teachers and IST members identified time and scheduling to be the most significant barrier associated with the IST process. The supports and barriers to the IST process were interpreted in the context of the studies limitations, and presented with implications for practice and future research.

This qualitative research study examines the holistic experience of secondary classroom teachers who are changing their predominant instructional technique from a mostly traditional teaching method to a student-centered, problem-based approach to curriculum delivery. Using field notes, interviews, focus groups, observations of classrooms and faculty meetings and related document study in conjunction with, and as driven by, simultaneous analysis, the researcher inquired about the nature of implementing change in instructional delivery and those influences that both help and hinder the process. Data revealed four categories with related findings: practices of changing instructional delivery, a teacher focus on students, elements of working within a culture of change, and the personal experience of implementing a change in instructional delivery.

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