Raising Boys' Achievement in Primary Schools: Towards and Holistic Approach

Raising Boys' Achievement in Primary Schools: Towards and Holistic Approach


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Product Details

ISBN-13: 9780335216062
Publisher: McGraw-Hill Companies, The
Publication date: 06/01/2006
Pages: 236
Product dimensions: 9.00(w) x 6.00(h) x 0.50(d)

Table of Contents

Acknowledgements     ix
Gender differentials within primary education: context and causes     1
The changing focus on assessment in primary education     2
Why boys' 'under-achievement'?     10
Conclusion     22
The achievement debate     23
Dimensions of the gender gap at Key Stages 1 and 2: increasing complexity     23
'Under-achievement'     37
The 'value-added' debate     40
Reflections on the achievement debate     45
Notes     48
Raising boys' achievements: inclusivity rather than exclusivity     49
The Raising Boys' Achievement Project: the underpinning theoretical position     50
From male repair to gender relational approaches     58
Conclusion     62
'Working together is invaluable': a collaborative approach     64
The pilot stage     65
The intervention stage     67
The extension stage     82
Amassing the evidence     82
Conclusion     85
'Here we really believe in ourselves': tackling socio-cultural issues     86
The socio-cultural context     86
Confronting the issues     88
Triad involvement in socio-culturalstrategies     89
Getting the boys on board through citizenship initiatives     93
Breaking down barriers to learning through involvement in the arts     103
Conclusion     115
Notes     116
'Now I can read faster': reading communities and partnerships     117
Context and background     117
Defining the intervention strategies     120
Reading communities: adult role models     124
Boys becoming readers     126
Boys supporting boys: improving reading through shared reading partnerships     128
Building self-esteem for learning through shared reading partnerships     133
Shared reading: pre-conditions     139
Conclusion     140
'I like the good words I used': becoming writers     141
Context and background     142
Defining the intervention strategies     144
An integrated approach to literacy     150
Drama as a focus for writing     153
Reflecting on writing in a special school     158
A more detailed view of talk and literacy     161
Conclusion     164
Note     165
'The teachers do try and make it enjoyable for us and make learning fun': a focus on pedagogy      166
A focus on learning styles     166
The case studies     168
Concluding reflections on learning styles approaches     181
Conclusion: Overcoming the barriers     184
No easy answers     184
What is success and how do we know it when we see it?     184
'Girls are stronger on the inside, boys on the outside'     186
A whole-school ethos of inclusion     192
Final reflections     195
Bibliography     198
Index     219

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