Boys, Girls and Achievement: Addressing the Classroom Issues

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Routledge, Jan 4, 2002 - Education - 176 pages
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Girls are now out-performing boys at GCSE level, giving rise to a debate in the media on boys' underachievement. However, often such work has been a 'knee-jerk' response, led by media, not based on solid research. Boys, Girls and Achievement - Addressing the Classroom Issues fills that gap and:
*provides a critical overview of the current debate on achievement;
*Focuses on interviews with young people and classroom observations to examine how boys and girls see themselves as learners;
*analyses the strategies teachers can use to improve the educational achievements of both boys and girls.
Becky Francis provides teachers with a thorough analysis of the various ways in which secondary school pupils construct their gender identities in the classroom. The book also discusses methods teachers might use challenge these gender constructions in the classroom and thereby address the 'gender-gap' in achievement.
 

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Contents

Introduction
1
A Summary of Debates
4
2 Theoretical Perspectives of Gender Identity
13
3 Gendered Classroom Culture
30
4 Young Peoples Constructions of Gender and Status
50
5 Young Peoples Talk about Gender and Studentship
66
6 Young Peoples Views of the Importance of Gender and Education for their Lives
80
7 Young Peoples Talk about Gender and Behaviour
94
9 Teaching Strategies for the Future
132
Interview Schedule
153
Transcript Conventions
154
Attributes of an Ideal Pupil
155
Notes
156
References
158
Index
165
Copyright

Gender Achievement and Status
117

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About the author (2002)

Becky Francis is Senior Research Fellow at the School of Post-Compulsory Education, University of Greenwich. Her research interests include gender identity construction in education, gender and achievement, feminist theory and policy development in nurse education.

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