In this article we explore the level of job satisfaction and the sources of job dissatisfaction for 210 secondary school teachers in southwest England and compare our results with the results from a similar study published in 1962. Using anonymous questionnaires, we asked 210 secondary teachers in southwest England (63% female) to rate their level of job satisfaction and to rate 16 sources of job dissatisfaction that we adapted from the 1962 study. Teachers in 2007 rated their job satisfaction significantly lower and ordered the sources of job dissatisfaction significantly differently than did teachers in 1962. Whereas teachers in 1962 were most concerned with external sources of job dissatisfaction (e.g. salary, condition of buildings and equipment and poor human relations), teachers in 2007 expressed the most concern about factors relating to teaching itself (e.g. time demands and pupils' behaviour). The changes in sources of dissatisfaction hold true for male and female teachers, with no difference in rankings according to years of teaching experience.

AbstractsThis paper reports on a study of the use of video by learners in a multimedia language course, their perceptions of the contribution of video to learning and the affective evaluations they ascribe to video vs print sources. The subjects for the study were tertiary learners of Spanish enrolled in the rst semester of a distance learning programme. Data was gathered relating to students' choices of when and how to use video, how they represented video in the development of language skills, and affective responses to video vs. print sources. Results reveal that video is used primarily to orient students to new material, and to gain background, into which subsequent material can be integrated. Video was perceived as aiding the acquisition of listening and speaking skills, and pronunciation, and as assisting recall of the language by means of the visual setting and contextual features. Affective evaluations of video sources are related to a discussion of 'enjoyment', anxiety and mental effort in language learning. La perception par les étudiants d'une vidéo dans un cours des langues multimédiaCette communication rapporte une étude de l'emploi fait par les apprenants de l' élément vidéo d'un cours multimédia de langue étrangère. Il s'agit de leurs perceptions de la contribution apportée par la vidéo à leur apprentissage et leurs évaluations affectives comparative de la vidéo vis-à-vis des matériaux imprimés incorporés au cours. Les sujets de l' étude étaient des apprenants à distance inscrits au niveau débutant dans un programme universitaire de langue espagnole. Les informations recueillies se rapportaient aux choix exercés par les étudiants sur quand et comment ils se servaient de la vidéo, leur appréciation du rôle de la vidéo dans le développement de leurs capacités linguistiques, et leurs réponses affectives à la vidéo comparés aux matériaux imprimés. Les résultats révèlent que la vidéo sert en premier lieu à orienter les éudiants dans l'accès de nouveaux élèments de l'étude, et à leur fournir un cadre pour l'intégration d'éléments subséquents. On apercevait la vidéo comme une aide très pratique pour l'apprentissage de l' écoute et de l'expression orale et la prononciation, et pour le rappel de structures et de vocabulaire par l'effet du cadre visuel at du contexte narratif et sociolinguistique. L'appréciation affective de la vidéo se rapporte aux niveaux d'agrément, d'anxiété et d'effort mental associés à l'apprentissage des langues. Studenten eines Multimedia-Sprachkurses erfahren den Wert von VideonutzungDieses Papier berichtet über eine Studie über den Gebrauch von Video durch Teilnehmer an einem Multimediasprachkurs, ihren Wahrnehmungen des Beitrags von Video zum Lernen und den affektiven Bewertungen von Videonutzung gegenüber gedruckten Materialien. Die Teilnehmer an der Studie waren Erwachsene im ersten Semester eines Spanisch Lehrgangs per Distance Learning. Daten wurden in bezug auf die Wahl der Kursteilnehmer, wann und wie sie Video benutzt haben, wie sie Video bei der Entwicklung von Sprachferti...

This article examines the inclusion-related beliefs and perceived needs of primary teachers in Australia, and proposes ways that school psychologists can help meet these needs. Forced-choice and open-ended survey questions provided quantitative and qualitative data from 162 primary school teachers who were in the midst of implementing an inclusive education program in a large urban/suburban education district in Western Australia. Survey questions focused on beliefs about inclusion, confidence about implementing inclusive practices and attitudes about current and necessary support structures. The majority of teachers perceive benefits (85 percent) as well as drawbacks (95 percent) to teaching in inclusive classrooms. Only 10 percent of teachers noted school psychologists as part of structures that successfully support inclusive practices and only 4 percent of teachers requested additional school psychology time as a support structure needed to boost confidence to teach more inclusively. Qualitative data showed that teachers want more training in specific disabilities as well as additional aide time. We conclude that school psychologists need to be more proactive and involved in providing training, disseminating research, developing behaviour and learning plans and advocating for teachers.

Low enrollment rates in high school computer science (CS) courses suggest that students may be planning ineffectively for a future labor market. Female students enroll in these courses at far lower rates than their male peers and represent a small proportion of the high-technology workforce. To increase participation, all-female and mixed-gender CS classes were offered in grade 11 at one high school in Canada. Enrollment patterns were observed for three years. Results show increased participation, which increased the number of CS courses offered at the school. Implications are discussed.

This paper analyzes the misogynistic linguistic elements of Donald Trump, from the first GOP debate (6 Aug. 2015) on a FOX channel and a CNN interview (7 Aug. 2015) concerning Fox News anchor and the debate moderator Megyn Kelly. His Twitter comments and live interview comments concerning women were projected to show his misogyny. If we consider that Trump became the American Republican presidential candidate at that time, these misogynistic linguistic elements seemed to be of little importance to Trump's supporters. Trump projected a smart image in terms of his linguistic strategy; justifying himself through the use of membership categorization, rhetorical use of mitigation and lexical cohesion such as anaphoric, exophoric references, and repetition as a rhetorical device. In his remarks, he showed a hierarchical structure on the importance of misogyny. For him and his supporters, the misogynistic characteristics seemed to be less important than other important issues facing the United States. Despite misogynistic controversies in Trump’s speeches, he succeeded in his path toward the election.