LEADER 02816nam 22005653u 450 001 9910806167203321 005 20240516130836.0 010 $a1-4411-9923-3 010 $a1-280-12370-2 010 $a9786613527561 010 $a0-8264-2177-6 035 $a(CKB)2670000000155552 035 $a(EBL)866346 035 $a(OCoLC)779828495 035 $a(MiAaPQ)EBC866346 035 $a(EXLCZ)992670000000155552 100 $a20130418d2012|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIdentities and Practices of High Achieving Pupils $eNegotiating Achievement and Peer Cultures 205 $a1st ed. 210 $aLondon $cContinuum International Publishing$d2012 215 $a1 online resource (217 p.) 300 $aDescription based upon print version of record. 311 $a1-4411-2156-0 327 $aCover; Half-title; Title; Copyright; Contents; Acknowledgements; Introduction; 1 The Policy Context: Educational 'Standards' and Human Capital; 2 Conceptualizing Gender and Achievement; 3 Facilitating High Achievement and the Issue of 'Balance'; 4 Boffins and Geeks: The Social Consequences for Young People Constructed as 'Too Hardworking'; 5 High Achieving and Popular: The Ideal Neoliberal Subject; 6 High Achieving and Popular: How Do They Do It; 7 Implications for Schools; References; Index 330 $aHow do some students manage to excel in their studies and be popular while other high achievers are treated as social outcasts?This lively and accessible text looks at the relationships between gender, race and social class, and attainment and popularity, for high achieving pupils. The internationally renowned authors present a lucid theoretical framework that reflects the complexity of these issues, placing them within the broader context of the policies which cause and constrain particular behaviours among teachers and pupils. The authors draw together empirical data, bringing the realities 606 $aAcademic achievement -- Sex differences 606 $aAcademic achievement 606 $aGifted children -- Education 606 $aGifted children -- Social conditions 615 4$aAcademic achievement -- Sex differences. 615 4$aAcademic achievement. 615 4$aGifted children -- Education. 615 4$aGifted children -- Social conditions. 676 $a371.95 676 $a371.95 700 $aFrancis$b Becky$0917316 701 $aRead$b Barbara$01673894 701 $aSkelton$b Christine$0892905 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910806167203321 996 $aIdentities and Practices of High Achieving Pupils$94038307 997 $aUNINA