Beckett Markland
Biographic Data
| ID | 6509164 |
|---|---|
| NAME | Beckett Markland |
| GIVEN NAMES | Beckett |
| FAMILY NAME | Markland |
| SIGNATURE | MARKLAND B |
| AFFILIATIONS | University of Southampton |
| ORCID | 0000-0002-9426-6699 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Teachers' beliefs
Focus groups and an individual interview were carried out with 15 secondary school teachers in South East England, exploring their beliefs regarding gender identity and how this influences the support offered to trans-spectrum young people. Through a process of reflexive thematic analysis, six themes were developed, indicating that lack of confidence, fears of community resistance and implicitly held views of gender identity underscored a hesitan…
What can teachers do to challenge heteronormativity? A systematic literature review
Research indicates there is a gap between teachers’ positive beliefs about LGBTQ+ inclusive education and how they demonstrate this in practice. Teachers often feel limited in their capacity to implement inclusive practices, constrained by dominant heteronormative narratives in schools. Through a three-stage thematic synthesis approach, a review was conducted to explore: what can teachers do to challenge heteronormativity? The developed themes in…
Teachers' beliefs
Focus groups and an individual interview were carried out with 15 secondary school teachers in South East England, exploring their beliefs regarding gender identity and how this influences the support offered to trans-spectrum young people. Through a process of reflexive thematic analysis, six themes were developed, indicating that lack of confidence, fears of community resistance and implicitly held views of gender identity underscored a hesitan…
What can teachers do to challenge heteronormativity? A systematic literature review
Research indicates there is a gap between teachers’ positive beliefs about LGBTQ+ inclusive education and how they demonstrate this in practice. Teachers often feel limited in their capacity to implement inclusive practices, constrained by dominant heteronormative narratives in schools. Through a three-stage thematic synthesis approach, a review was conducted to explore: what can teachers do to challenge heteronormativity? The developed themes in…
Teachers' beliefs
Focus groups and an individual interview were carried out with 15 secondary school teachers in South East England, exploring their beliefs regarding gender identity and how this influences the support offered to trans-spectrum young people. Through a process of reflexive thematic analysis, six themes were developed, indicating that lack of confidence, fears of community resistance and implicitly held views of gender identity underscored a hesitan…
LGBTQ Health, Identity, and Policy (2 works) · Pedagogy (2 works) · Psychology (2 works) · Qualitative research (2 works) · Sociology (2 works) · Thematic analysis (2 works) · Construct (python library (1 work) · Constructive (1 work) · Curriculum (1 work) · Focus (optics (1 work)