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1. |
Record Nr. |
UNINA9910480215103321 |
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Autore |
Chu Judy Y |
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Titolo |
When Boys Become Boys : Development, Relationships, and Masculinity / / Judy Y. Chu ; with a foreword by Carol Gilligan |
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Pubbl/distr/stampa |
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New York : , : New York University Press, , op. 2014 |
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Baltimore, Md. : , : Project MUSE, , 2021 |
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©op. 2014 |
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ISBN |
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Descrizione fisica |
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1 online resource (244 p.) |
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Disciplina |
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Soggetti |
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Masculinity |
Child development |
Boys - Psychology |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Entering boys world -- Boys relational capabilities -- Socialization and its discontents -- Boys versus the mean team -- Boys awareness, agency, and adaptation -- Parents perspectives on boys predicament. |
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Sommario/riassunto |
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« When Judy Y. Chu first encountered the four-year-old boys we meet in this book, they were experiencing a social initiation into boyhood. They were initially astute in picking up on other people's emotions, emotionally present in their relationships, and competent in their navigation of the human social world. However, the boys gradually appeared less perceptive, articulate, and responsive, and became more guarded and subdued in their relationships as they learned to prove that they are boys primarily by showing that they are not girls. Based on a two-year study of boys aged four to six, When Boys Become Boys offers a new way of thinking about boys development. Chu finds that behaviors typically viewed as natural for boys reflect an adaptation to cultures that require boys to be emotionally stoic, competitive, and aggressive if they are to be accepted as real boys. Yet even as boys begin to reap the social benefits of aligning with norms of masculine behavior, they pay a psychological and relational price for hiding parts |
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of their authentic selves. Through documenting boys perceptions of the obstacles they face and the pressures they feel to conform, and showing that their compliance with norms of masculine behavior is neither automatic nor inevitable, this accessible and engaging book provides insight into ways in which adults can foster boys healthy resistance and help them to access a broader range of options for expressing themselves. »-- |
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2. |
Record Nr. |
UNINA9910778257503321 |
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Titolo |
Shaping literacy achievement [[electronic resource] ] : research we have, research we need / / edited by Michael Pressley ... [et al.] |
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Pubbl/distr/stampa |
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New York, : Guilford Press, c2007 |
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ISBN |
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1-281-12431-1 |
9786611124311 |
1-59385-742-X |
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Descrizione fisica |
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1 online resource (272 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Literacy - Research - United States |
Reading - Research - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Preliminaries; Contents; 1 The Literacy Research We Have; 2 Policy Shaping Early Literacy Education and Practice Potentials for Difference and Change; 3 Home Literacy Environments What We Know and What We Need to Know; 4 Reconsidering Adolescent Literacy From Competing Agendas to Shared Commitment; 5 Adolescent Literacy Where We Are Where We Need to Go; 6 Research in Writing Instruction What We Know and What We Need to Know; 7 Integrating Literacy and Science The Research We Have the Research We Need |
8 Marconi Invented the Radio So People Who Can't Afford TVs Can Hear the News Research on Teaching Powerful Composition Strategies We Have and Research We Need9 The Role of Research in the Literacy Policies We Have and the Policies We Need; 10 What We Have Learned |
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since the National Reading Panel Visions of the Next Version of Reading First; 11 Concluding Reflections; Index |
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Sommario/riassunto |
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In the era of No Child Left Behind, what literacy research is still needed? How should it be conducted? And what role does research play in determining the kinds of literacy experiences that actually take place in classrooms? This forward-thinking book brings together leading authorities to address these vital and hotly debated questions. Contributors analyze the existing knowledge on core aspects of literacy education, describe how science is currently informing practice, and identify important methodological challenges and research directions. A highlight of the book is a chapter i |
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