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Record Nr. |
UNINA9910828249003321 |
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Autore |
Francis Becky |
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Titolo |
Boys, girls, and achievement : addressing the classroom issues / / Becky Francis |
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Pubbl/distr/stampa |
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London ; ; New York, : RoutledgeFalmer, 2000 |
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ISBN |
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1-134-57921-7 |
1-280-32871-1 |
1-134-57922-5 |
0-203-13645-4 |
0-203-16978-6 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (177 p.) |
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Disciplina |
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Soggetti |
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Sex differences in education |
Academic achievement |
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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 (p. [158]-164) and index. |
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Nota di contenuto |
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Book Cover; Title; Contents; List of tables; Acknowledgements; Introduction; Gender and Achievement: A Summary of Debates; Theoretical Perspectives of Gender Identity; Gendered Classroom Culture; Young People's Constructions of Gender and Status; Young People's Talk about Gender and Studentship; Young People's Views of the Importance of Gender and Education for their Lives; Young People's Talk about Gender and Behaviour; Discussion: Gender, Achievement and Status; Teaching Strategies for the Future; Interview Schedule; Transcript Conventions; Attributes of an Ideal Pupil; Notes; References |
Index |
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Sommario/riassunto |
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Girls are now out-performing boys at GCSE level, giving rise to a debate in the media on boys' underachievement. However, often such work has been a 'knee-jerk' response, led by media, not based on solid research. Boys, Girls and Achievement - Addressing the Classroom Issues fills that gap and:*provides a critical overview of the current debate on achievement;*Focuses on interviews with young people and classroom observations to examine how boys and girls see themselves as learners;*analyses the strategies teachers can use to improve the |
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