By Christine Skelton, Becky Francis
This ebook illustrates how gender fairness (and inequality) happens in basic school rooms. It makes use of the findings of present examine to supply lecturers with innovations for selling fairness among girls and boys. each one contributor summarizes contemporary study within the sector of specialization earlier than having a look particularly at matters appropriate to fundamental instructing and studying. The parts of the first institution lined comprise the nationwide Curriculum matters of literacy, numeracy and technological know-how, and broader subject matters corresponding to operating with boys, childrens with particular academic wishes, primary/secondary transition, playground cultures and kid's development of gender identities. The publication makes use of classroom-based study to supply available bills of investigations into gender and first education. even as, it deals a critique of the complete force in the direction of 'evidence dependent' learn. girls and boys within the fundamental lecture room is aimed rather at fundamental academics and pupil academics even though the study might be of curiosity to teachers and undergraduate scholars.
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Extra resources for Boys and Girls in the Primary Classroom
Paper presented to the British Educational Research Association Conference, University of Sussex, 2–5 September. Spender, D. (1982) Invisible Women: The Schooling Scandal. London: Writers and Readers. Stanworth, M. (1981) Gender and Schooling. London: Hutchinson. Swain, J. (2002) The resources and strategies boys use to establish status in a junior school without competitive sport, Discourse, 23(1): 91–107. Thorne, B. (1993) Gender Play: Girls and Boys in School. Buckingham: Open University Press.
1969) A Shorter Textbook of Human Development. Maidenhead: McGrawHill. Gurian, M. (2001) Boys and Girls Learn Differently! San Francisco, CA: JosseyBass. Halpern, D. (1992) Sex Differences in Cognitive Abilities, 2nd edn. New Jersey: Lawrence Erlbaum. Haywood, C. and Mac an Ghaill, M. (2001) The significance of teaching English boys: exploring social change, modern schooling and the making of masculinities, in W. Martino and B. Meyenn (eds) What About the Boys? Buckingham: Open University Press.
This is one reason why systematic research synthesis offers an engagingly democratic alternative . . other key players – students and parents, for example – who may well have more to gain from explicit, open, even outcomes-based accounts of educational practices than from an outdated reliance on ‘expert opinion’ models of how knowledge is best constituted. Thus proponents of systematic reviews distinguish their work from ‘traditional’ (or ‘academic’, Bassey 2000, cited in Evans and Benefield 2001: 529) literature reviews, which they would describe as being smaller-scale and subjective accounts of research evidence.