Boys, Girls and Achievement

Addressing the Classroom Issues
1. Auflage 2000
ISBN: 978-0-415-23163-3
Verlag: Routledge

Buch, Englisch, 180 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 235 g

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.

Zielgruppe

Academic, Postgraduate, Professional, Professional Practice & Development, and Undergraduate

Autoren/Hrsg.

Francis, Becky

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Gruppen/Soziale Themen Gender Studies, Geschlechtersoziologie

Inhaltsverzeichnis

Introduction 1.Gender and Achievement: A Summary of Debates 2.Theoretical Perspectives of Gender Identity 3.Gendered Classroom Culture 4.Young People's Constructions of Gender and Status 5.Young People's Talk about Gender and Studentship 6.Young People's Views of the Importance of Gender and Education for their Lives 7.Young People's Talk about Gender and Behaviour 8.Discussion: Gender, Achievement and Status 9.Teaching Strategies for the Future

Über Autor(innen)

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.