Thesis (M.S.)--Oregon State University, 1983. / Typescript (photocopy). Includes bibliographical references (leaves 128-134). Also available on the World Wide Web.

The purpose of the study was to design and validate an instrument designed to investigate teachers' attitudes in regard to adolescent sexuality education. Test development adhered to the guidelines of Aligna and Crocker. Cronbach alpha was performed on the entire instrument and determined the reliability to be .8003, thus the instrument was consistent in measuring the domain areas. A panel of experts assessed content validity of items. A principal component factor analysis and a Pearson's product moment correlation were used for construct validity. Teacher concerns about curriculum implementation, teacher comfort with the subject matter, course-specific teacher attitudes, teacher interest about curriculum content, and teacher attitudes toward sexuality were found to be the constructs of the TACTS.

This dissertation reports on the self-study in which I, as a practicing educator, reflect on my attempts at integrating sexuality education across three learning areas in grade 6 class over a period of one semester. Through the anonymous questionnaire, my grade 6 learners identified issues around sexuality that they would have liked to be taught. From this exercise, I then conceptualized a curriculum unit integrating the issues they identified. The dissertation documents and reflects on the process of my self-study of the process we went through during the curriculum unit, particularly in relation to integration of the controversial and complex issues around sexuality. It is from this reflection that I offer lessons learned from the process regarding, for example, dealing with emotions of self-study, the importance of teacher lives, and the capabilities that learners have in being effective partners in the learning process. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2007.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 87-90).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 87-90). Also available in print.

With the current scourge of HIV and AIDS among the youth in Sub-Saharan Africa, sexuality education has been hailed as the vaccine against new infections. This places teachers at the forefront of the pandemic as facilitators of knowledge. This study explores women teachers’ experiences of teaching sexuality education in rural schools in the age of HIV and AIDS. As a participant researcher, I have worked through photo-voice, drawings, memory work, and focus group discussions with eight Basotho women teachers, and explored how womanhood and teacher-hood shape and reshape each other in becoming a sexuality education woman teacher. I highlight the gender dynamics characteristic of rural communities and how they play out in the construction of sexuality discourses in relation to women teachers, and how such constructions create im/possibilities for women teachers’ facilitation of sexuality education. An eclectic theoretical approach, with an emphasis on feminist theories, informed the study. A qualitative research design employing a phenomenological narrative approach has been used. The findings show women teachers experiencing the teaching of sexuality education as a challenge. Their experiences are reflected as shaping and being shaped by their understandings regarding sexuality, and their positioning as women and teachers within rural communities. Challenges that create impossibilities for women teachers’ effective facilitation of sexuality education include the patriarchal gender order in Lesotho, cultural practices, teachers’ own sexualities and teachers’ fears of contravening the social constructions of good womanhood. I argue that Basotho women teachers are facing a challenge of negotiating the socially constructed contestations between normalised womanhood and teacher-hood and thus choose to perform the normalised womanhood at the expense of teacher-hood. The womanhood they perform shapes their teacher identity such that woman teacher-hood in sexuality education becomes ineffective. This study makes unique contributions to the field of sexuality education in particular and feminist scholarship in general. The methodological contribution lies in the use of visual methods to illuminate women teachers’ positioning in relation to sexuality education. While previous studies in sexuality education have been on pedagogy, this study presents a body of knowledge based on a gendered analysis of women teachers’ embodied experiences of teaching sexuality education and the meanings they make of their experiences. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.

Sex education addresses issues related to the sexuality such as: their manifestations, gender issues, the respect for sexual diversity, the construction of the concept of masculinity and femininity, the body care etc. We understand that children bring to school issues related to sexuality, for example, questions regarding their origin and discovery of sexual pleasure. For a long time, the practice of sex education was a scene of fights between the sex educators and society/church/politics. In our history, this practice was, at times, repressive and, in others, was suppressed. Their legitimacy, in Brazil, occurred after the implementation of the National Curriculum Parameters, however it is noted that their inclusion in the curriculum has not been satisfactorily yet. From this context, this research investigates how sexuality is being worked (or not) by the teachers of early years of elementary school of Municipal Schools of Aracaju. For this, we used a qualitative methodology based on the following instruments to collect data: questionnaire and interview with teachers from 1st to 5th year of ten schools. The purpose of data collect was determine if teachers work the topic of sexuality in the classroom and, if they have, we seek to identify the work methodology and the difficulties faced. In case of negative responses, we investigate the reasons for them and what is the opinion about the contribution of sex education for child development. It was found that the teachers surveyed recognize the importance of discussing this issue with their students. These teachers have a medical biologizing conception of sexuality and sex education. Although most of these teachers assert that this issue is addressed in classroom, they face difficulties related to their own unpreparedness and also to the prejudice of fathers and mothers, as well as students, especially. Most informants believe that the matter is more easily approached when a woman (teacher) is ahead, because she represents a mother figure, the caregiver children. Sex education is seen by teachers as a means of preventing disease and pregnancy; therefore, they consider necessary a training program focused in this educational practice, this program should be promoted by public managers. Starting from the idea that sexuality is a human dimension that goes beyond the anatomo-biological-reproductive condition, this work indicates the emergence of discussions about the issue in the educational circles, this discussions based in emancipator approach. / A educação sexual aborda questões relacionadas à sexualidade como as suas manifestações, as questões de gênero, o respeito às diversidades sexuais, a construção do conceito de masculinidade e de feminilidade, o cuidado com o corpo etc. Entendemos que as crianças trazem para a escola questões ligadas à sexualidade como, por exemplo, indagações quanto à sua origem e a descoberta do prazer sexual. Durante muito tempo, a prática da educação sexual representou um cenário de lutas entre educadores/as sexuais e sociedade/igreja/política. Em nossa história, tal prática foi, em determinados momentos, repressora e em outros, reprimida. Sua legitimação, no Brasil, ocorreu com a implementação dos PCN; todavia, observa-se que sua inclusão nos currículos ainda não ocorreu de maneira satisfatória. Partindo deste contexto, esta pesquisa buscou investigar como a sexualidade está sendo trabalhada (ou não) pelos/as professores/as dos anos iniciais do ensino fundamental da Rede Municipal de Ensino de Aracaju-SE. Para tanto, utilizamos a metodologia qualitativa a partir dos seguintes instrumentos de coleta de dados: questionário e entrevista com professores/as do 1ª ao 5ª ano de dez escolas. O objetivo desta coleta de dados foi verificar se os/as professores/as trabalham o tema sexualidade em sala de aula e, se trabalham identificar a metodologia de trabalho e as dificuldades enfrentadas. Em caso de respostas negativas, investigamos as razões para tal e qual a opinião acerca da contribuição da educação sexual para o desenvolvimento da criança. Constatou-se que os/as professores/as pesquisados/as reconhecem a importância de discutir esse tema com seus/suas alunos/as. Estes/as professores/as apresentam uma concepção médico-biologizante de sexualidade e de educação sexual. Apesar de a maioria desses/as professores/as afirmar que essa questão é abordada em sala de aula, eles/as enfrentam dificuldades relacionadas ao próprio despreparo e, também, ao preconceito de pais e mães, bem como de alunos/as, principalmente. A maioria dos/as informantes acredita que o tema é mais facilmente trabalhado quando uma mulher (professora) está à frente, pois representa uma figura materna, a cuidadora das crianças. A educação sexual é vista pelos/as docentes entrevistados/as como um meio de prevenir doenças e gravidez; portanto, eles/as consideram necessário um programa de capacitação focado nesta prática educativa, o qual deveria ser promovido por gestores públicos. Partindo da concepção de que a sexualidade é uma dimensão humana que extrapola a simples condição anatomo-biológico-reprodutiva, o presente trabalho aponta para a emergência de discussões sobre o tema nos meios educativos, discussões estas baseadas numa abordagem emancipatória.

Sex education addresses issues related to the sexuality such as: their manifestations, gender issues, the respect for sexual diversity, the construction of the concept of masculinity and femininity, the body care etc. We understand that children bring to school issues related to sexuality, for example, questions regarding their origin and discovery of sexual pleasure. For a long time, the practice of sex education was a scene of fights between the sex educators and society/church/politics. In our history, this practice was, at times, repressive and, in others, was suppressed. Their legitimacy, in Brazil, occurred after the implementation of the National Curriculum Parameters, however it is noted that their inclusion in the curriculum has not been satisfactorily yet. From this context, this research investigates how sexuality is being worked (or not) by the teachers of early years of elementary school of Municipal Schools of Aracaju. For this, we used a qualitative methodology based on the following instruments to collect data: questionnaire and interview with teachers from 1st to 5th year of ten schools. The purpose of data collect was determine if teachers work the topic of sexuality in the classroom and, if they have, we seek to identify the work methodology and the difficulties faced. In case of negative responses, we investigate the reasons for them and what is the opinion about the contribution of sex education for child development. It was found that the teachers surveyed recognize the importance of discussing this issue with their students. These teachers have a medical biologizing conception of sexuality and sex education. Although most of these teachers assert that this issue is addressed in classroom, they face difficulties related to their own unpreparedness and also to the prejudice of fathers and mothers, as well as students, especially. Most informants believe that the matter is more easily approached when a woman (teacher) is ahead, because she represents a mother figure, the caregiver children. Sex education is seen by teachers as a means of preventing disease and pregnancy; therefore, they consider necessary a training program focused in this educational practice, this program should be promoted by public managers. Starting from the idea that sexuality is a human dimension that goes beyond the anatomo-biological-reproductive condition, this work indicates the emergence of discussions about the issue in the educational circles, this discussions based in emancipator approach. / A educação sexual aborda questões relacionadas à sexualidade como as suas manifestações, as questões de gênero, o respeito às diversidades sexuais, a construção do conceito de masculinidade e de feminilidade, o cuidado com o corpo etc. Entendemos que as crianças trazem para a escola questões ligadas à sexualidade como, por exemplo, indagações quanto à sua origem e a descoberta do prazer sexual. Durante muito tempo, a prática da educação sexual representou um cenário de lutas entre educadores/as sexuais e sociedade/igreja/política. Em nossa história, tal prática foi, em determinados momentos, repressora e em outros, reprimida. Sua legitimação, no Brasil, ocorreu com a implementação dos PCN; todavia, observa-se que sua inclusão nos currículos ainda não ocorreu de maneira satisfatória. Partindo deste contexto, esta pesquisa buscou investigar como a sexualidade está sendo trabalhada (ou não) pelos/as professores/as dos anos iniciais do ensino fundamental da Rede Municipal de Ensino de Aracaju-SE. Para tanto, utilizamos a metodologia qualitativa a partir dos seguintes instrumentos de coleta de dados: questionário e entrevista com professores/as do 1ª ao 5ª ano de dez escolas. O objetivo desta coleta de dados foi verificar se os/as professores/as trabalham o tema sexualidade em sala de aula e, se trabalham identificar a metodologia de trabalho e as dificuldades enfrentadas. Em caso de respostas negativas, investigamos as razões para tal e qual a opinião acerca da contribuição da educação sexual para o desenvolvimento da criança. Constatou-se que os/as professores/as pesquisados/as reconhecem a importância de discutir esse tema com seus/suas alunos/as. Estes/as professores/as apresentam uma concepção médico-biologizante de sexualidade e de educação sexual. Apesar de a maioria desses/as professores/as afirmar que essa questão é abordada em sala de aula, eles/as enfrentam dificuldades relacionadas ao próprio despreparo e, também, ao preconceito de pais e mães, bem como de alunos/as, principalmente. A maioria dos/as informantes acredita que o tema é mais facilmente trabalhado quando uma mulher (professora) está à frente, pois representa uma figura materna, a cuidadora das crianças. A educação sexual é vista pelos/as docentes entrevistados/as como um meio de prevenir doenças e gravidez; portanto, eles/as consideram necessário um programa de capacitação focado nesta prática educativa, o qual deveria ser promovido por gestores públicos. Partindo da concepção de que a sexualidade é uma dimensão humana que extrapola a simples condição anatomo-biológico-reprodutiva, o presente trabalho aponta para a emergência de discussões sobre o tema nos meios educativos, discussões estas baseadas numa abordagem emancipatória.

published_or_final_version / Education / Master / Master of Education