Liang, Chung-Hsuan (2010) Teachers’ and pupils’ perceptions of sex education in Taiwan and England : a comparative study. PhD thesis, University of Warwick.

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Abstract

This is a study of teachers’ and pupils’ perceptions regarding sex education in
two countries, Taiwan and England. It is a mixed method comparative study of four
schools, two in each country. Interviews, focus groups and surveys were undertaken
in these schools during the 2007/08 academic year. There were approximately 2100
participants - all year eight pupils (aged between 12 and 14) and volunteering
teachers/coordinators.
It was found that sex education was taught within all four participating schools
and was consistently recognised as a valuable part of the curriculum.
Two distinct approaches to sex education were found in the two countries.
Perceptions of sex education were consistent across both schools in Taiwan and a key
reason for this was that sex education had developed through a top-down
policy. There was more variation between the two schools in England reflecting more
flexible policies.
The strengths and weaknesses of these two approaches are discussed along with
the influence of stakeholders such as policy makers and governors/
coordinators. Biographic factors such as age and gender are also explored. The two
phenomena (consistent and variable sex education) uncovered in this study are further
explored within a descriptive model.

Item Type:	Thesis or Dissertation (PhD)
Subjects:	H Social Sciences > HQ The family. Marriage. Woman L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Library of Congress Subject Headings (LCSH):	Sex instruction -- Taiwan, Sex instruction -- Great Britain
Official Date:	May 2010
Dates:	Date Event May 2010 Submitted
Institution:	University of Warwick
Theses Department:	Institute of Education
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Lang, Peter ; Hammond, Michael, 1956-
Extent:	xiii, 338 leaves : ill.
Language:	eng
URI:	http://wrap.warwick.ac.uk/id/eprint/3761

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