Review of Strategies to Address Gender Inequalities in Scottish ...

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CONTENTSACKNOWLEDGEMENTSEXECUTIVE SUMMARYPage no.iii1. THE STUDY 12. REVIEW OF THE LITERATURE 32.1 Introduction 32.2 Inequalities in attainment 32.3 Causes of gender inequality 52.4 Stage-specific issues 72.5 Strategies in relation to learning, teaching 8and assessment2.6 Classroom organisation 102.7 A whole school perspective 122.8 Vocational education 142.9 Conclusion 153. SURVEY OF LOCAL AUTHORITIES 173.1 Policy and planning 173.2 Policy documentation 183.3 Staff development and research 193.4 Strategies to address gender inequalities 204. SCHOOLS AND STRATEGIES: THE CASE STUDIES 224.1 Case study methodology 224.2 Early literacy 234.3 Self-concept and esteem 274.4 Progression and continuity 314.5 Achievement - Single gender classes 334.6 Other relevant strategies 374.7 Summary 445. DISCUSSION 455.1 Gender inequality and Scottish schools 455.2 Current policies and strategies 455.3 The views of school staff, pupils and parents 465.4 Effective strategies to address gender inequalities 47REFERENCES 50Appendix 1: Questionnaire for local authorities 57Appendix 2: List of strategies identified by local authorities 62Appendix 3: Interview schedules 64Appendix 4: Protocol for case study visits 68
Page 4 and 5: AcknowledgementsThe Project Team wo
Page 6 and 7: 2. Equal Opportunities PolicyWhile
Page 8 and 9: tended to be targeted mainly at boy
Page 10 and 11: and authorities will have to take c
Page 12 and 13: making and management across Scotla
Page 14 and 15: Tinklin et al, 2001; Tinklin, 2003;
Page 16 and 17: grounds that they are based upon as
Page 18 and 19: 2.5 Strategies in relation to learn
Page 20 and 21: 2.6 Classroom organisationTwo contr
Page 22 and 23: management also had an important ro
Page 24 and 25: vii. MentoringAt school level, ther
Page 26 and 27: iv.The impactIn the case studies se
Page 28 and 29: • Most policies relate to equal o
Page 30 and 31: mentioned external staff developmen
Page 32 and 33: CHAPTER FOUR SCHOOLS AND STRATEGIES
Page 34 and 35: In the schools visited, including t
Page 36 and 37: Example of evaluation completed by
Page 38 and 39: Funding for the PSI came from a var
Page 40 and 41: Figure 4. 4: The Rainforest Hut - r
Page 42 and 43: commented upon the sharing of respo
Page 44 and 45: • pupil focus groups - one girl-o
Page 46 and 47: class. Teachers also felt it gave t
Page 48 and 49: number of boys-only classes were in
Page 50 and 51: ii. Initial impetus and fundingThe
Page 52 and 53:
In discussions with staff and pupil
Page 54 and 55:
are issues, not just in relation to
Page 56 and 57:
eading and, more generally, literac
Page 58 and 59:
• a focus on improving practice a
Page 60 and 61:
REFERENCESAirnes, J (2001) Pupils
Page 62 and 63:
Equal Opportunities Commission (199
Page 64 and 65:
Paechter, C (1998) Educating the Ot
Page 66 and 67:
Warrington, M and Younger, M (2004)
Page 68 and 69:
A. PolicyPlease indicate the policy
Page 70 and 71:
B. Staff development and research1.
Page 72 and 73:
APPENDIX 2 LIST OF STRATEGIES IDENT
Page 74 and 75:
APPENDIX 3 INTERVIEW SCHEDULESStrat
Page 76 and 77:
The following questions should be m
Page 78 and 79:
Appendix 4: Protocol for case study
Page 80 and 81:
Groups targetedGenderSocial ClassCo
Page 82 and 83:
Section 3Focus group - ChildrenPupi
Page 84:
ISSN 0950 2254ISBN 0 7559 6039 4web
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