A01=Becky Francis
A01=Christine Skelton
Apparent Underachievement
assessment bias schools
Author_Becky Francis
Author_Christine Skelton
boy
Boys Girls Total Boys Girls
brain
Brain Differences
Category=JBSF1
Category=JBSF11
Category=JHB
Category=JN
Category=JNAM
Category=JNF
class
differences
Differential Constructions
Disengage
educational inequality
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Evolutionary Psychology Perspectives
feminist pedagogy
Football Games
gap
GCSE Mathematic
gender achievement gap analysis
gendered classroom dynamics
interaction
middle
Middle Class Girls
mixed
Modern Language
Mythopoetic Men's Movement
Mythopoetic Men’s Movement
National Healthy School Standard
OECD PISA
OECD PISA Study
policy analysis education
Poor Boys
Problem Boys
Recuperative Masculinity
sex
Sex Role Theories
Single Sex Classes
Single Sex Settings
Single Sex Teaching
sociocultural learning theory
Ta Ge
Wild Man
working
Working Class Girls
Young Men
Product details
- ISBN 9780415333245
- Weight: 460g
- Dimensions: 156 x 234mm
- Publication Date: 04 Aug 2005
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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Challenging current theories about gender and achievement, this book assesses the issues at stake and analyses the policy drives and changing perceptions of gender on which the 'gender and achievement' debates are based.
This new topical book guides the reader through the different theories and approaches, drawing together and reviewing work on gender and educational performance. The authors also highlight the continuing problems experienced by girls in terms of achievement and classroom interaction. The subjects covered include:
- perspectives on gender and achievement
- the construction of gender and achievement in education policy
- evaluating boys’ underachievement
- the future for boys and girls?
- raising achievement: 'What works in the classroom?'
Teachers, education professionals and students engaged in teacher training will welcome the editors' objective yet critical expertise.
Becky Francis, Christine Skelton
