The politics of preparation for parenthood
The focus of this study is preparation for parenthood in U.K. secondary 
schools in the decade of the 1970s. During this period it was suggested 
that cycles of deprivation are set up by inadequacies in parenting, 
resulting in a range of social problems, and preparation for parenthood 
was supported as a means of breaking this cycle. The study explores 
relevant educational policy in the U.K. between the second world war, and 
the end of the 1970s, and the views of teachers and pupils involved in 
preparation for parenthood. Methods have involved semi-structured 
interviews, reviews of literature and policy, and discourse analysis. The 
theoretical perspective used is a feminist one. A number of questions are 
considered, including why preparation for parenthood became popular in 
the 1970s; why the call for this curriculum is sustained even though 
girls express knowledge and commitment in relation to future parental 
responsibilities; and what is the likely influence on the adult lives of 
girls of involvement with this aspect of schooling. In'addition there is 
a consideration of gender divisions, how these relate to preparation for 
parenthood, and also how the personal views of teachers might influence 
this aspect of their work. The role of the state, and of educational 
policy, is explored and the possibility is raised that the preparation 
for parenthood curriculum might contribute to the creation or maintenance 
of the deprivation that it sets out to oppose.
The Sociology of Women's Education as a Field of Academic Study
(1984). The Sociology of Women's Education as a Field of Academic Study. Discourse: Studies in the Cultural Politics of Education: Vol. 5, No. 1, pp. 42-62.
Science fairs as learning tool for teaching excellence
Science fairs are usually considered to be a pedagogical and cultural activity that involves the students actively. Gifted students need challenges to further develop their skills while maintaining the motivation level. Science fairs may provide the informal environment that will request and allow these students of excellence to challenge themselves by developing a scientific research project. Despite being well known in different countries, in Portugal first steps are being made on the use and implementation of science fairs as effective pedagogical tool. In this work, we will present a 4 years study that was developed on a Portuguese school with the main goal of evaluating the advantages of this informal way of teaching. The study includes an analysis of the evolution of the students’ knowledge that have participated, or visited, the different science fairs. Some advices for the implementation of these projects will be given. The motivation of the students was monitored as well as the knowledge and skills effectively improved by this activity.