|About the book|
"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 boys and girls can be raised. It reminds us that it is not all boys or no girls who underachieve. It demonstrates the respective roles of teaching and learning, school culture and social factors. No easy answers but excellent ideas backed by evidence from authoritative, thorough researchers 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 research which actually evaluates the impact of the various strategies suggested for raising boys' achievement. What is more, in contrast to many of the more 'quick-fix' works in this field, the authors’ discussion and analysis is measured and nuanced, and supported by an in-depth understanding of the wealth of theory and research around gender and achievement. It provides a welcome and weighty contribution to an ever controversial 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.
|About the authors|
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
|Table of contents|
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