Clare Farquhar
Dados Biográficos
| ID | 154190 |
|---|---|
| NOME | Clare Farquhar |
| PRENOMES | Clare |
| SOBRENOME | Farquhar |
| ASSINATURA | FARQUHAR C |
| AFILIAÇÕES | South Bank University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 31 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1987 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2000 |
| ÍNDICE H | 2 |
Lesbian' in a Post-Lesbian World? Policing Identity, Sex and Image
This article is concerned with women in the UK who continue to mobilize around the term `lesbian' - that is, with women attending groups1 targeted expressly at lesbians.2 How do such women understand and negotiate their identities? What role does sex and sexuality play in their negotiations? And what can their negotiations tell us about the construction of identities more widely? In exploring these questions, the article highlights the ongoing po…
Assume the Lesbian Position
Are Focus Groups Suitable for ‘Sensitive’ Topics?
The Analytical Potential of ‘Sensitive Moments’ in Focus Group Discussions
Safer teaching or safer sex? Primary teaching in the age of HIV/Aids
Both parents and teachers are concerned about whether and how to talk to young children about HIV/AIDS. Yet despite increasing attention to the relevance of HIV/AIDS for teaching at the secondary school level, little (if any) attention has been paid to the implications of HIV/AIDS for younger children. This paper, which was presented at the 1989 British Psychological Society Education Section Conference, argues that HIV/ AIDS raises important iss…
Teacher Expectations in Infant School
S ummary . There is still much debate, particularly in North America, about whether teachers' expectations have an effect on pupils' achievement, and through which factors expectations might be mediated. This paper reports on associations between teachers' academic expectations at the beginning, and children's attainments at the end of the school year. The study took place in infant schools in London. Associations were significant during all thre…
A systematic observation study of children's behaviour at infant school
There have been very few systematic observation studies of children's behaviour in British infant schools. This paper provides a descriptive account of children's behaviour over the three years of their infant schooling, when aged five to seven years. The results come from a longitudinal study of children entering reception classes in 33 Inner London Education Authority (ILEA) schools in September 1982. The observation sample consisted of four ch…
Associations between Preschool Reading Related Skills and later Reading Achievement
This paper is about the extent of children's reading related knowledge and associations with reading achievement at seven years. It presents results, from a major longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, on six measures of preschool reading related knowledge—word matching, concepts about print, letter identification, word reading, handwriting, and oral vocabulary—and their association…
Curriculum Diversity in London Infant Schools
S ummary . This paper describes an attempt to document the curriculum experiences of a large sample (N = 458) of infant school children, in the areas of written language (both reading and writing) and of mathematics. The data were collected as part of a longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, and carried out at Thomas Coram Research Unit. Data were collected for each year that the ch…
Lesbian' in a Post-Lesbian World? Policing Identity, Sex and Image
This article is concerned with women in the UK who continue to mobilize around the term `lesbian' - that is, with women attending groups1 targeted expressly at lesbians.2 How do such women understand and negotiate their identities? What role does sex and sexuality play in their negotiations? And what can their negotiations tell us about the construction of identities more widely? In exploring these questions, the article highlights the ongoing po…
Associations between Preschool Reading Related Skills and later Reading Achievement
This paper is about the extent of children's reading related knowledge and associations with reading achievement at seven years. It presents results, from a major longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, on six measures of preschool reading related knowledge—word matching, concepts about print, letter identification, word reading, handwriting, and oral vocabulary—and their association…
Teacher Expectations in Infant School
S ummary . There is still much debate, particularly in North America, about whether teachers' expectations have an effect on pupils' achievement, and through which factors expectations might be mediated. This paper reports on associations between teachers' academic expectations at the beginning, and children's attainments at the end of the school year. The study took place in infant schools in London. Associations were significant during all thre…
Assume the Lesbian Position
A systematic observation study of children's behaviour at infant school
There have been very few systematic observation studies of children's behaviour in British infant schools. This paper provides a descriptive account of children's behaviour over the three years of their infant schooling, when aged five to seven years. The results come from a longitudinal study of children entering reception classes in 33 Inner London Education Authority (ILEA) schools in September 1982. The observation sample consisted of four ch…
Curriculum Diversity in London Infant Schools
S ummary . This paper describes an attempt to document the curriculum experiences of a large sample (N = 458) of infant school children, in the areas of written language (both reading and writing) and of mathematics. The data were collected as part of a longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, and carried out at Thomas Coram Research Unit. Data were collected for each year that the ch…
A systematic observation study of children's behaviour at infant school
There have been very few systematic observation studies of children's behaviour in British infant schools. This paper provides a descriptive account of children's behaviour over the three years of their infant schooling, when aged five to seven years. The results come from a longitudinal study of children entering reception classes in 33 Inner London Education Authority (ILEA) schools in September 1982. The observation sample consisted of four ch…
Associations between Preschool Reading Related Skills and later Reading Achievement
This paper is about the extent of children's reading related knowledge and associations with reading achievement at seven years. It presents results, from a major longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, on six measures of preschool reading related knowledge—word matching, concepts about print, letter identification, word reading, handwriting, and oral vocabulary—and their association…
Curriculum Diversity in London Infant Schools
S ummary . This paper describes an attempt to document the curriculum experiences of a large sample (N = 458) of infant school children, in the areas of written language (both reading and writing) and of mathematics. The data were collected as part of a longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, and carried out at Thomas Coram Research Unit. Data were collected for each year that the ch…
Teacher Expectations in Infant School
S ummary . There is still much debate, particularly in North America, about whether teachers' expectations have an effect on pupils' achievement, and through which factors expectations might be mediated. This paper reports on associations between teachers' academic expectations at the beginning, and children's attainments at the end of the school year. The study took place in infant schools in London. Associations were significant during all thre…
Safer teaching or safer sex? Primary teaching in the age of HIV/Aids
Both parents and teachers are concerned about whether and how to talk to young children about HIV/AIDS. Yet despite increasing attention to the relevance of HIV/AIDS for teaching at the secondary school level, little (if any) attention has been paid to the implications of HIV/AIDS for younger children. This paper, which was presented at the 1989 British Psychological Society Education Section Conference, argues that HIV/ AIDS raises important iss…
Are Focus Groups Suitable for ‘Sensitive’ Topics?
The Analytical Potential of ‘Sensitive Moments’ in Focus Group Discussions
Lesbian' in a Post-Lesbian World? Policing Identity, Sex and Image
This article is concerned with women in the UK who continue to mobilize around the term `lesbian' - that is, with women attending groups1 targeted expressly at lesbians.2 How do such women understand and negotiate their identities? What role does sex and sexuality play in their negotiations? And what can their negotiations tell us about the construction of identities more widely? In exploring these questions, the article highlights the ongoing po…
Assume the Lesbian Position
Psychology (8 obras) · Developmental psychology (5 obras) · Sociology (5 obras) · Early Childhood Education and Development (4 obras) · Computer Science (3 obras) · Mathematics education (3 obras) · Pedagogy (3 obras) · Reading and Literacy Development (3 obras) · Anthropology (2 obras) · Curriculum (2 obras)