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|a e-uk---
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| 050 |
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4 |
|a LC212.93.G7
|b G46 1998eb
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| 049 |
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|a HCDD
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| 245 |
0 |
0 |
|a Gender in the secondary curriculum :
|b balancing the books /
|c edited by Ann Clark and Elaine Millard.
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| 260 |
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|a London ;
|a New York :
|b Routledge,
|c 1998.
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| 300 |
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|a 1 online resource (x, 265 pages) :
|b illustrations
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 347 |
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|a data file
|2 rda
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| 504 |
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|a Includes bibliographical references and index.
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| 588 |
0 |
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|a Print version record.
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|a BOOK COVER; HALF-TITLE; TITLE; COPYRIGHT; DEDICATION; CONTENTS; ILLUSTRATIONS; CONTRIBUTORS; INTRODUCTION; REFERENCES; Part I THE GENDERED CURRICULUM; 1 TAKING RISKS OR PLAYING SAFE; INTRODUCTION; BACKGROUND TO THE RESEARCH; LANGUAGE AND LEARNING; WHOLE CLASS DISCUSSION ISSUES; GENDER ISSUES IN SMALL GROUP WORK: THE RISK TAKERS AND THE BET HEDGERS; GIRLS: THE 'SAFE BETTERS'; THE BOYS' DISCUSSION GROUPS: THE RISK TAKERS; MIXED GROUPS; CONCLUSIONS; PEDAGOGICAL IMPLICATIONS; REFERENCES; 2 RESISTANT BOYS AND MODERN LANGUAGES; INTRODUCTION; RESEARCH BACKGROUND; NOTIONS OF (IR)RELEVANCE.
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| 505 |
8 |
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|a Notions of difficultythe intrinsic appeal of a modern language; boys' underachievement; the impact of teacher personality and learning styles; final remarks; references; 3 balancing the books; auditing individual pupils' reading; providing access to books; matching readers to books; working with home and the wider community; shared reading activities; working with popular culture and other media; catering more directly for boys' tastes; combining fact and fiction; managing reading for learning; providing for technological changes to literacy; equal access for all?; notes; references.
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| 505 |
8 |
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|a 4 SCIENCE EDUCATION FOR ALL?SEX, GENDER AND ATTAINMENT DIFFERENCES IN SCHOOL SCIENCE; Assessing learning; Internatioaal surveys of achievement; Evidence from the UK; Evidence from the USA; End-of-course examination performance; EQUITABLE ASSESSMENT IN SCIENCE; Can science learning be assessed in ways that do not disadvantage either sex?; Teacher expectation; Underachievement; GIRLS' EXPERIENCES OF SCIENCE CLASSES; AN INTRODUCTION TO FEMINIST PERSPECTIVES ON SCIENCE AND SCIENCE EDUCATION; PRACTICAL ACTION: SCHOOL AND CLASSROOM INITIATIVES; Science textbooks; Single-sex classes?
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| 505 |
8 |
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|a Teacher attentionTeaching to motivate girls in physics; SOME CONCLUSIONS; REFERENCES; 5 WHOSE TURN NEXT?; PUPIL ATTITUDES TO IT; TEACHERS' ATTITUDES TO IT; ACCESS TO IT IN SCHOOLS AND THE HOME; GOVERNMENT POLICY, THE NATIONAL CURRICULUM AND IT; RECOMMENDATIONS; CONCLUDING COMMENTS; REFERENCES; 6 ECLIPSED BY ETON FIELDS?; INTRODUCTION: A 'NATIONAL SPORTS CRISIS'; SCHOOL PE AND THE GOVERNMENT'S RESTORATIONIST EDUCATIONAL POLICY; PE AS SPORT: IMPLICATIONS FOR EQUAL OPPORTUNITIES; CONCLUSION; REFERENCES; 7 SHIFTING THE GOALPOSTS; INTRODUCTION; HISTORICAL ASPECTS; A history of constraints.
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| 505 |
8 |
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|a WHO'S PLAYING NOW-HERE AND ELSEWHERE?Making comparisons; FACILITATORS AND CONSTRAINTS; 'It's just not natural': Myths about females and football; There's no future in it; Role models and the media; Negative attitudes and the 'culture'; Schools as institutions and the people in them; A summary of barriers and constraints; WAYS FORWARD; The media and new attitudes-spreading the word; Schools; Structures for opportunities; Investment; ACKNOWLEDGEMENTS; APPENDIX: QUESTIONS DISCUSSED WITH THE GIRL PLAYERS IN INTERVIEW; NOTES; REFERENCES; 8 'THAT SPARK FROM HEAVEN' OR 'OF THE EARTH'
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| 520 |
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|a The 'gender gap' in GCSE results continues to be of prime concern, and there is now a real need for knowledge about how teachers can address this gap. In this volume, a team of contributors considers the gender issues particular to each subject of the secondary curriculum. They discuss effective strategies supported by their research and practice, and offer some ways forward for teachers. The book begins with an overview of contemporary social and cultural approaches to schooling and gender, focusing particularly on the contribution of feminist scholars to the debate. It further examines key a.
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| 650 |
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0 |
|a Sex differences in education
|z Great Britain.
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| 650 |
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0 |
|a Education, Secondary
|x Curricula
|z Great Britain.
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| 650 |
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0 |
|a Feminism and education
|z Great Britain.
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| 650 |
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0 |
|a Educational equalization
|z Great Britain.
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| 650 |
|
7 |
|a Education, Secondary
|x Curricula
|2 fast
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| 650 |
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7 |
|a Educational equalization
|2 fast
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| 650 |
|
7 |
|a Feminism and education
|2 fast
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| 650 |
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7 |
|a Sex differences in education
|2 fast
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| 651 |
|
7 |
|a Great Britain
|2 fast
|1 https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP
|
| 700 |
1 |
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|a Clark, Ann,
|d 1961-
|1 https://id.oclc.org/worldcat/entity/E39PCjy83KpFK7yywCv9WgX7jK
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| 700 |
1 |
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|a Millard, Elaine.
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| 776 |
0 |
8 |
|i Print version:
|t Gender in the secondary curriculum.
|d London ; New York : Routledge, 1998
|w (DLC) 97032353
|
| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=240317
|y Click for online access
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| 903 |
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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