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Author: Carrie Paechter
Publisher: McGraw-Hill Education (UK)
ISBN: 0335230121
Category : Education
Languages : en
Pages : 189
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Book Description
What is it like being a boy or a girl? How do boys and girls learn to be men and women? How do families, schools and children’s peer groups influence the ways in which children think of themselves as male and female? Being Boys, Being Girls explores how boys and girls learn what it is to be male and female. Drawing on a wide range of studies from around the world, the book examines how masculinities and femininities are developed and understood by children and young people in families, in schools, and through interaction with their peers. One of the key concepts underlying this book is that our identities are constructed and performed in particular ways which help us to understand who we are and how we fit in with the world. This means that these identities are constantly changing according to where we are, what we are doing, and whom we are with. Who we are, and what we think about ourselves, only makes sense in relation to what is going on around us. The author provides a clear explanation of the underpinning idea that children’s understandings of gender are developed and constructed in local communities of masculinity and femininity practice. She brings together research on children and their construction and understanding of gender across the 0-18 age range and includes explicit suggestions for strategies and interventions. This book is essential reading for students and academics in childhood, education and gender studies and for those with an interest in gender development and the construction of masculinities and femininities.
Author: Carrie Paechter
Publisher: McGraw-Hill Education (UK)
ISBN: 0335230121
Category : Education
Languages : en
Pages : 189
Get Book Here
Book Description
What is it like being a boy or a girl? How do boys and girls learn to be men and women? How do families, schools and children’s peer groups influence the ways in which children think of themselves as male and female? Being Boys, Being Girls explores how boys and girls learn what it is to be male and female. Drawing on a wide range of studies from around the world, the book examines how masculinities and femininities are developed and understood by children and young people in families, in schools, and through interaction with their peers. One of the key concepts underlying this book is that our identities are constructed and performed in particular ways which help us to understand who we are and how we fit in with the world. This means that these identities are constantly changing according to where we are, what we are doing, and whom we are with. Who we are, and what we think about ourselves, only makes sense in relation to what is going on around us. The author provides a clear explanation of the underpinning idea that children’s understandings of gender are developed and constructed in local communities of masculinity and femininity practice. She brings together research on children and their construction and understanding of gender across the 0-18 age range and includes explicit suggestions for strategies and interventions. This book is essential reading for students and academics in childhood, education and gender studies and for those with an interest in gender development and the construction of masculinities and femininities.
Author: Carolyn Jackson
Publisher: McGraw-Hill Education (UK)
ISBN: 0335239781
Category : Education
Languages : en
Pages : 258
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Book Description
"This is a book to own, read and re-read for its insights and which should then provoke us to act so that all children at school are able to enjoy and benefit from education". Professor Debbie Epstein, Cardiff University, UK, Editor, Gender and Education "This excellent book offers evidence from a rich vein of research covering all aspects of girls' and young women's experiences of education, in and out of school, and is therefore an absolute must for all involved in teaching, learning, researching and policy-making on gender." Professor Gaby Weiner, University of Edinburgh, UK Countering claims that we live in 'post-feminist' times in which girls 'have it all' and can do, and be, whatever they like, this book explores some of the current concerns of, and about, girls today. Issues relating to girls' schooling and femininities have been sidelined and depoliticised in recent education agendas. Yet questions and concerns relating to schoolgirls' lives and experiences deserve immediate attention. Not all girls are academically successful; many girls face exclusion in schools; career aspirations are still gendered; rates of smoking and drinking alcohol are high amongst some groups of girls. With contributions from leading researchers in gender and education, this book: Draws on cutting edge research to consider ongoing problems and explore new agendas. Includes contributions relating to the entire 3-16 year age range. Considers both the within- and out-of-school experiences of girls, and locates them within wider debates about gender anxieties in contemporary education. This topical collection highlights the main issues faced by girls in Britain today, and endeavours to put girls back on the educational agenda. It is essential reading for students, academics and researchers in education, sociology, and girls' studies, as well as for school teachers and education policy makers. Contributors:Alexandra Allan, Sheryl Clark, Fin Cullen, Jannette Elwood, Becky Francis, Rosalyn George, Valerie Hey, Laura Hills, Jean Kane, Gwynedd Lloyd, Jackie Marsh, Barbara Martin, Gillean McCluskey, Emma Renold, Sheila Riddell, Jessica Ringrose, Farzana Shain, Joan Stead, Elisabet Weedon
Author: Meg Maguire
Publisher: McGraw-Hill Education (UK)
ISBN: 0335243266
Category : Education
Languages : en
Pages : 466
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Book Description
Becoming a Teacher provides a broad context for understanding education, addressing issues such as the influence of international policy and practice, education ideology and social justice. This is balanced with practical advice for the classroom on topics such as assessment for learning, learning technologies, literacy, numeracy and English as an additional language. Becoming a Teacher draws extensively on contemporary research and empirical evidence to support critical reflection about learning and teaching. Encouraging you to reflect on your knowledge and beliefs, it explores some of the complex social and cultural influences that influence professional learning and practice. The approach chimes with the government’s recognition that trainee teachers should take a research-informed approach towards classroom practice. The fifth edition is refreshed and revitalized throughout, with: • a complete revision of each chapter • new chapters on 'Reforming ITE', 'Teachers Lives and Careers', 'International Influences', 'Engagement and Motivation', ‘Learning and the Emotions', 'Data Usage in Schools', 'Safeguarding' and 'Learning with Digital Technologies' • up-to-date referencing of research findings • insightful policy analysis • critical commentary on issues For those training to teach in secondary school on a Postgraduate Certificate in Education (PGCE) or a School Direct programme, or taking an undergraduate or postgraduate Education Studies course, Becoming a Teacher provides invaluable support, insight and guidance. “With every new edition this book confirms its place as one of the most commanding, authoritative and influential texts in teacher education”. Meg Maguire's leadership of this new editorial team means that this book remains my umbilical cord to those pivotal principals that I cherish in education: integrity, passion, critical engagement and transformation.” Gerry Czerniawski, Professor of Education, University of East London, UK “An excellent contribution to the Teacher Education and development literature”. “Many of the authors are leading thinkers in their field and as such the book offers a significant breadth, depth and coherence to the teacher development discourse.” Professor David Spendlove, School of Environment, Education and Development, The University of Manchester, UK
Author: Christine Skelton
Publisher: McGraw-Hill Education (UK)
ISBN: 0335227902
Category : Social Science
Languages : en
Pages : 201
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Book Description
This book illustrates how gender equity (and inequality) occurs in primary classrooms. It uses the findings of current research to provide teachers with recommendations for promoting equity amongst boys and girls. Each contributor summarizes recent research in the area of specialization before looking specifically at issues relevant to primary teaching and learning. The areas of the primary school covered include the National Curriculum subjects of literacy, numeracy and science, and broader topics such as working with boys, children with special educational needs, primary/secondary transition, playground cultures and children's construction of gender identities. The book uses classroom-based research to provide accessible accounts of investigations into gender and primary schooling. At the same time, it offers a critique of the whole drive towards 'evidence based' research. Boys and Girls in the Primary Classroom is aimed particularly at primary teachers and student teachers although the research will be of interest to academics and undergraduate students.
Author: John R. Dakers
Publisher: BRILL
ISBN: 9004537007
Category : Education
Languages : en
Pages : 218
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Book Description
This book considers, in detail, the urgent need for a new, radical nomadic pedagogy, that enables young people to engage in the ongoing process of becoming ethnotechnologically literate, enabling them to express their own thinking on alternative, possible sustainable technological futures.
Author: Brian Matthews
Publisher: McGraw-Hill Education (UK)
ISBN: 0335226388
Category : Education
Languages : en
Pages : 232
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Book Description
“Brian Matthews brings intellectual rigour as well as passionate commitment to the important tasks of appreciating the role that emotional literacy can play in a refreshing education. It is a powerful combination. It is because he understands so well the need to attend to the purpose of education that he is so illuminating on the strategies that will give all young people the best possible chance to learn and to grow.” James Park, Director, Antidote "This book will be read by individuals who have an interest in bringing about change in the presentcurriculum. School Science Review This book reveals the huge potential of engaging pupils with their emotions in the classroom, and presents evidence that when pupils work in this way they become more co-operative and help each other to learn. The book explores how schools can move beyond a focus on cognitive attainment through an emphasis on affective engagement, to help pupils develop better relationships of all kinds and prepare them for adulthood in a fast-changing world. For teachers, the book tackles the important questions of: What is emotional literacy and emotional intelligence? How can teachers incorporate pupils’ emotional development into their lessons while nourishing and enhancing achievement? How is it possible to have a calm atmosphere in the classroom with pupils enjoying learning together? Engaging Education is the first book to link the issues of emotional literacy, equity and social justice, and the education of the whole child, thus providing the social and political context for emotional literacy. In connecting emotional literacy and equity with the structure of schooling, it establishes that co-educational schools can contribute to enabling boys and girls to relate to and understand each other. Based firmly on research, this innovative book gives teachers invaluable guidelines on what to concentrate on and what to avoid. It is key reading for teachers and trainee teachers as well as policymakers and all those concerned with education.
Author: Mike Younger
Publisher: McGraw-Hill Education (UK)
ISBN: 033522850X
Category : Education
Languages : en
Pages : 221
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Book Description
"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.
Author: Louise Archer
Publisher: McGraw-Hill Education (UK)
ISBN: 0335224075
Category : Education
Languages : en
Pages : 205
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Book Description
“a welcome and valuable contribution … because of Archer’s ability to reveal for her readers the complex and dynamic ways in which young Muslim Asian boys in England construct their identities. Through a careful analysis, she demonstrates how stereotypes and inequalities have a real impact on the ways in which these young people negotiate their identities, reminding us of the importance of reading identities within their different contexts… an important and refreshing book” Journal of Education Policy Muslim boys are currently 'hot topics' of social and educational debate: they have been associated with global terrorism, fundamentalism,urban rioting and, within the context of schooling, they appear to be suffering from disproportionately high rates of exclusion and low rates of achievement and post-16 progression. This timely and innovative book examines the issues in detail, fore-grounding Muslim boys' own views of their lives and schooling. The book explores the complex interplay between race/ethnicity, religion, masculinity and social class within Muslim boys' lives. Attention is also given to the role of the teacher/researcher within the boys' production of masculine identities. The book draws on illuminating new research data and reviews a wide range of literature on masculinity and race/ethnicity to enable readers to engage with complex social inequalities within the context of secondary schooling.
Author: Molly Warrington
Publisher: McGraw-Hill Education (UK)
ISBN: 0335228321
Category : Education
Languages : en
Pages : 236
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Book Description
Within the context of empirical research undertaken by the authors during the course of a 4-year research and intervention project on Raising Boys’ Achievement, the book will focus on approaches that are successful in raising achievement for boys, and the reasons for that success. It will explore the whole aspect of boys’ achievement, and look at how primary schools are addressing the issue, and the processes involved in schools working collaboratively and voluntarily to share good practice. Case study material will be used to illustrate the different contexts in which the strategies have been studied, and of great importance is the incorporation of boys’ and girls’ own perspectives on their educational experiences.
Author: Carolyn Jackson
Publisher: McGraw-Hill Education (UK)
ISBN: 0335225918
Category : Education
Languages : en
Pages : 200
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Book Description
FIRST PRIZE WINNER of the SOCIETY FOR EDUCATIONAL STUDIES book award 2006 "As a practising youth worker and researcher, I found this book a fascinating and engaging read…It provides a useful analysis and exploration of the classed and gendered ‘anti-school’ ethic in place presently within many schools, and it will provide a meaningful analysis for academics, policymakers and practitioners and anyone with an interest in gender, education and young people." Fin Cullen, Goldsmiths College, Review in Gender and Education "I would [therefore] urge everyone concerned with what is happening in schools to read this book, with its fascinating data and nuanced arguments." Heather Mendick, London Metropolitan University - Review in British Journal of Educational Studies This innovative book looks at how and why girls and boys adopt ‘laddish’ behaviours in schools. It examines the ways in which students negotiate pressures to be popular and ‘cool’ in school alongside pressures to perform academically. It also deals with the fears of academic and social failure that influence pupils’ school lives and experiences. Drawing extensively on the voices of students in secondary schools, it explores key questions about laddish behaviours, such as: Are girls becoming more laddish – and if so, which girls? Do boys and girls have distinctive versions of laddishness? What motivates laddish behaviours? What are the consequences of laddish behaviours for pupils? What are the implications for teachers and schools? The author weaves together key contemporary theories and research on masculinities and femininities with social psychological theories and research on academic motives and goals, in order to understand the complexities of girls’ and boys’ behaviours. This topical book is key reading for students, academics and researchers in education, sociology and psychology, as well as school teachers and education policy makers.
