Read more
Informationen zum Autor Mike Younger is Director of Teaching in the University of Cambridge Faculty of Education.Molly Warrington is Senior Lecturer in the Department of Geography at the University of Cambridge, and Director of Studies for Geography at Homerton College and Kings College.Mike and Molly are Fellows of Homerton College, and co-Directors of the Raising Boys Achievement Project.Ros McLellan is Research Associate in the Raising Boys Achievement Project Klappentext "Boys' achievement has attracted great attention in recent years in many countries. This comprehensive book based on sound research in schools provides practical insights into how the achievement of boysand girls can be raised. It reminds us that it is not all boys or no girlswho underachieve. It demonstrates the respective roles of teaching andlearning, school culture and social factors. No easy answers butexcellent ideas backed by evidence from authoritative, thoroughresearchers with a firm basis in schools." Judy Sebba, Professor of Education, University of Sussex "Teachers will find this book invaluable. It is based on quality researchwhich actually evaluates the impact of the various strategies suggestedfor raising boys' achievement. What is more, in contrast to many of themore 'quick-fix' works in this field, the authors' discussion and analysisis measured and nuanced, and supported by an in-depth understandingof the wealth of theory and research around gender and achievement.It provides a welcome and weighty contribution to an evercontroversial debate." Becky Francis, London Metropolitan University In this important book, the authors evaluate different approaches and advocate practical, evidence-based strategies, which have the potential to promote boys' as well as girls' achievements. The approaches are discussed within the context of inclusivity, acknowledging the diverse needs and interests of different boys and the invisibility and continuing disadvantage of some girls. The book begins and ends with reflections from students of their own school experiences, and makes practical recommendations for the future. This book draws upon empirical research and work initiated as part of the DfES project on Raising Boys' Achievement. It brings together theoretical and practical issues, and reflects upon the construction of the debate about boys' apparent under-achievement from the perspectives of girls as well as boys. The authors critically explore notions of under-achievement and 'value added', and consider how useful the concept of the 'gender gap' is in advancing the debates. Raising Boys' Achievement in Secondary Schools is key reading for undergraduate and postgraduate Education students, PGCE students, headteachers, senior managers within schools and local education authorities, and policy makers. Zusammenfassung Evaluates different approaches and advocate practical! evidence-based strategies! which have the potential to promote boys' as well as girls' achievements. This book draws upon empirical research and work initiated as part of the DfES project on Raising Boys' Achievement. It brings together theoretical and practical issues. Inhaltsverzeichnis CHAPTER 1:Boys and girls talking CHAPTER 2:National and international dimensions: context and causes CHAPTER 3:The conundrum of the gender gap CHAPTER 4:What about the girls? CHAPTER 5:Raising boys' achievements within an inclusive context CHAPTER 6: The context of the classroom: pedagogies and teaching-learning styles CHAPTER 7:The context of the individual: target-setting and mentoring CHAPTER 8:Organisational contexts: equal opportunities in the single sex classroom CHAPTER 9:The Socio Cultural Key CHAPTER 10:Gender and Achievement in Special Schools CHAPTER 11:Policy Directions within an inclusive context References ...
