Gender in the secondary curriculum : balancing the books

Gender in the secondary curriculum : balancing the books / edited by Ann Clark and Elaine Millard.

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 eff...

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Bibliographic Details
Other Authors: Clark, Ann, 1961-, Millard, Elaine
Format: eBook
Language:English
Published: London ; New York : Routledge, 1998.
Subjects:
Sex differences in education > Great Britain.
Education, Secondary > Curricula > Great Britain.
Feminism and education > Great Britain.
Educational equalization > Great Britain.
Education, Secondary > Curricula
Educational equalization
Feminism and education
Sex differences in education
Great Britain
Online Access:Click for online access
Table of Contents:
  • 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.
  • 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.
  • 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?
  • 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.
  • 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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