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Burn, E (2001) Do boys need male primary teachers as positive role models? Paper presented <strong>to</strong>the British Educational Research Association Annual Conference, University <strong>of</strong> Leeds,13-15 September 2001, fromhttp://www.leeds.ac.uk/educol/documents/00001884.htmCarr<strong>in</strong>g<strong>to</strong>n, B and Skel<strong>to</strong>n, C (2003) Re-th<strong>in</strong>k<strong>in</strong>g ‘role models’: equal opportunities <strong>in</strong> teacherrecruitment <strong>in</strong> England and Wales. Journal <strong>of</strong> Educational Policy 18 (3), 253-265Children <strong>in</strong> Scotland (2003) Enhanc<strong>in</strong>g Sexual Wellbe<strong>in</strong>g <strong>in</strong> Scotland: A Sexual Health andRelationships Strategy: Consultation Response from Children and Young People, fromhttp://www.children<strong>in</strong>scotland.org.uk/docs/policy/consult/SexualHealthReport04.pdfCohen, M (1998) A habit <strong>of</strong> healthy idleness: boys’ underachievement <strong>in</strong> his<strong>to</strong>ric perspectiverelations. In D Epste<strong>in</strong>, J Ellwood, V Hey and J Maw (eds.) Fail<strong>in</strong>g boys? Issues <strong>in</strong>gender and achievement. Buck<strong>in</strong>gham: Open University PressConnell, R (1982) Mak<strong>in</strong>g the Difference: School, Families and Social Division. Sydney: GeorgeAllen and Unw<strong>in</strong>Connell, R (2000) The Men and the Boys. Cambridge: Polity PressCorson, D (1998) Chang<strong>in</strong>g Education for Diversity. Buck<strong>in</strong>gham, Open University PressCreese, A, Leonard, D, Daniels, H and Hey, V (2004) Pedagogic discourses, learn<strong>in</strong>g and genderidentification. Language and Education 18 (3), 191-206Croxford, L (1999) Inequality <strong>in</strong> the first year <strong>of</strong> primary school. CES Brief<strong>in</strong>g No. 16.Ed<strong>in</strong>burgh: Centre for Educational Sociology, University <strong>of</strong> Ed<strong>in</strong>burghCroxford, L (2000) <strong>Gender</strong> and national curricula. In J Salisbury and S Riddell (eds.) <strong>Gender</strong>Policy and Educational Change: Shift<strong>in</strong>g Agendas <strong>in</strong> the UK and Europe. London:RoutledgeCroxford, L and Raffe, D (2005) Secondary School Organisation <strong>in</strong> England, Scotland and Waless<strong>in</strong>ce the 1980s. Paper for sem<strong>in</strong>ar on Policy Learn<strong>in</strong>g <strong>in</strong> 14-19 Education. Jo<strong>in</strong>t Sem<strong>in</strong>ar<strong>of</strong> Education and Youth Transitions Project and Nuffield <strong>Review</strong> <strong>of</strong> 14-19 Education, 15March 2005. Ed<strong>in</strong>burgh: Centre for Educational Sociology, University <strong>of</strong> Ed<strong>in</strong>burghDavidson, A and Edwards, C (1998) A different style <strong>of</strong> learn<strong>in</strong>g. In K Bleach (1998a) (ed.)Rais<strong>in</strong>g boys’ achievement <strong>in</strong> schools. S<strong>to</strong>ke-on-Trent: Trentham BooksDavies, L (1990) Equity and Efficiency: School Management <strong>in</strong> an International Context.London: Falmer PressDavies, J and Brember, I (1995) Attitudes <strong>to</strong> school and the curriculum <strong>in</strong> Year 2, Year 4 andYear 6: changes over 4 years. Paper presented at the European Conference onEducational Research, BathDuffield, J (2000) <strong>Gender</strong> <strong>in</strong> classrooms <strong>of</strong> more or less ‘effective’ schools. In J Salisbury and SRiddell (2000) (eds.) <strong>Gender</strong>, Policy and Educational Changes: Shift<strong>in</strong>g Agendas <strong>in</strong> theUK and Europe. London: RoutledgeEducation <strong>Review</strong> Office, New Zealand (2000) Promot<strong>in</strong>g the achievement <strong>of</strong> boys, fromhttp://www.ero.govt.nz/Publications/pubs2000/promot<strong>in</strong>g%20boys%20achmt.htmEpste<strong>in</strong>, D (1998) Real boys don’t work: ‘underachievement’, mascul<strong>in</strong>ity and the harassment <strong>of</strong>‘sissies’. In D Epste<strong>in</strong>, J Ellwood, V Hey and J Maw (eds.) Fail<strong>in</strong>g boys? Issues <strong>in</strong> genderand achievement. Buck<strong>in</strong>gham: Open University PressEqual Opportunities Commission (1999) <strong>Gender</strong> issues <strong>in</strong> vocational education and tra<strong>in</strong><strong>in</strong>g andworkplace achievement <strong>of</strong> 14-19 year olds: an EOC perspective. The CurriculumJournal 10(2), 209-229______________________________________________________________________________________<strong>Review</strong> <strong>of</strong> <strong>Strategies</strong> <strong>to</strong> 51 University <strong>of</strong> Strathclyde<strong>Address</strong> <strong>Gender</strong> <strong>Inequalities</strong>and University <strong>of</strong> Glasgow
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CONTENTSACKNOWLEDGEMENTSEXECUTIVE S
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EXECUTIVE SUMMARYIntroductionThe Re
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Staff and management in most school
- Page 9 and 10: 6. Management and whole school pers
- Page 11 and 12: CHAPTER ONE THE STUDYRecent researc
- Page 13 and 14: CHAPTER TWO REVIEW OF THE LITERATUR
- Page 15 and 16: 2.3 Causes of gender inequalityA ra
- Page 17 and 18: Archer and Yamashita (2003) argue t
- Page 19 and 20: ii. Assessment practicesNational mo
- Page 21 and 22: Further efforts to ensure ‘effect
- Page 23 and 24: Skelton (2001) argues that the basi
- Page 25 and 26: were still highly gendered. Further
- Page 27 and 28: CHAPTER THREE SURVEY OF LOCAL AUTHO
- Page 29 and 30: curriculum structures and lifelong
- Page 31 and 32: ‘Getting the best out of Boys’
- Page 33 and 34: 4.2 Early literacyLiteracy, or, mor
- Page 35 and 36: that it was concerned, at least in
- Page 37 and 38: 4.3 Self-concept and esteemA number
- Page 39 and 40: to the boys, animal print designs a
- Page 41 and 42: parents and what they wanted. Overa
- Page 43 and 44: was a thrust in the policy towards
- Page 45 and 46: School 1In the first school, non-de
- Page 47 and 48: For pupils, there were some common
- Page 49 and 50: Staff interviewed thought that a pa
- Page 51 and 52: The initiative had not been evaluat
- Page 53 and 54: indicated that he believed there wa
- Page 55 and 56: CHAPTER FIVE DISCUSSIONThe review o
- Page 57 and 58: Pupils were particularly aware of g
- Page 59: differences in the ways that boys a
- Page 63 and 64: Lloyd, G (ed.) (2005) Problem Girls
- Page 65 and 66: Rowe, K, Nix, PJ and Tepper, G (199
- Page 67 and 68: APPENDIX 1 QUESTIONNAIRE FOR LOCAL
- Page 69 and 70: 6. Would you expect any written pol
- Page 71 and 72: C. Strategies to address gender ine
- Page 73 and 74: Local authority161718Strategy/Area
- Page 75 and 76: Focus group schedule: pupilsThe the
- Page 77 and 78: 4. ImpactHas the project made any d
- Page 79 and 80: Policy origin of the initiativeLoca
- Page 81 and 82: Relationship with other strategiesE
- Page 83 and 84: Section 4Focus Group - ParentsGener