Equal Opportunities Commission (1998) <strong>Gender</strong> and differential achievement <strong>in</strong> education andtra<strong>in</strong><strong>in</strong>g: a research review, fromhttp://www.eoc.org.uk/EOCeng/EOCcs/Research/gender_and_differential_achievement_f<strong>in</strong>d<strong>in</strong>gs.pdfFrancis, B (1999) Lads, Lasses and ‘new’ Labour: 14 – 16 year-old student responses <strong>to</strong> the‘laddish behaviour and boys’ underachievement’ debate. British Journal <strong>of</strong> Sociology <strong>of</strong>Education 20 (3), 355 – 371Frater, G (1998) ‘Boys and Literacy’. In K Bleach (1998a) (ed.) Rais<strong>in</strong>g boys’ achievement <strong>in</strong>schools. S<strong>to</strong>ke-on-Trent: Trentham BooksFrosh, S, Phoenix, A and Pattman, R (2003) The Trouble with Boys. The Psychologist 16(2), 84-92Fullan, M (2005) Leadership and susta<strong>in</strong>ability. California: Corw<strong>in</strong> PressGalloway, D, Rodger, C, Armstrong, D and Leo, E (1998) Motivat<strong>in</strong>g the Difficult <strong>to</strong> Teach.London: LongmanGardner, H (1993) Frames <strong>of</strong> M<strong>in</strong>d: The theory <strong>of</strong> multiple <strong>in</strong>telligences. New York: Basic BooksGeneral Teach<strong>in</strong>g Council for Scotland (1991) <strong>Gender</strong> and Education: GTC Policy Document.Ed<strong>in</strong>burgh: GTCSGipps, C and Murphy, P (1994) A Fair Test? Assessment, Achievement and Equity. Buck<strong>in</strong>gham:Open University PressGipps, C (1996) <strong>Review</strong> and Conclusions: A Pedagogy or a Range <strong>of</strong> Pedagogic <strong>Strategies</strong>? In PMurphy and C Gipps (1996) (eds.) Equity <strong>in</strong> the Classroom: Towards Effective Pedagogyfor Girls and Boys. London: Falmer PressGurian, M, Henley, P and Trueman, T (2001) Boys and Girls Learn Differently! A Guide forTeachers and Parents. San Francisco: Jossey-BassHamil<strong>to</strong>n, S (2003) Equality <strong>in</strong> Education: Work Experience Placements. Spotlight 90. Glasgow:SCRE Centre, University <strong>of</strong> Glasgow, fromhttp://www.scre.ac.uk/spotlight/spotlight90.htmlHead, J (1997) Work<strong>in</strong>g with Adolescents: Construct<strong>in</strong>g Identity. London: Falmer PressHead, G, Kane, J and Cogan, N (2002) An Evaluation <strong>of</strong> Behaviour Support <strong>in</strong> Secondary Schools<strong>in</strong> South Lanarkshire. Glasgow: University <strong>of</strong> GlasgowHill, D and Cole, M (1999) Promot<strong>in</strong>g Equality <strong>in</strong> Secondary Schools. London: CassellHMSO (1975, revised 2002) Equal Opportunities Act. London: HMSOHMSO (1975) Sex Discrim<strong>in</strong>ation Act. London: HMSOHowe, C (1997) <strong>Gender</strong> and Classroom Interaction: a research review. Ed<strong>in</strong>burgh: SCREHowieson, C (2003) Dest<strong>in</strong>ations <strong>of</strong> Early Leavers. CES Special Brief<strong>in</strong>g. Ed<strong>in</strong>burgh: Centre forEducational Sociology, University <strong>of</strong> Ed<strong>in</strong>burgh.http://www.ed.ac.uk/ces/PDF%20Files/Brief028.pdfHowieson, C (1990) Work Experience for all? Research <strong>in</strong> Education No. 45. Ed<strong>in</strong>burgh:SCRE. http://www.scre.ac.uk/rie/n145/n145howieson.htmlJackson, C (2002) ‘Laddishness’ as a self-worth protection strategy. <strong>Gender</strong> & Education 14 (1),37 – 51Kenway, J, Willis, S, Blackmore, J and Rennie, L (1998) Answer<strong>in</strong>g Back: girls, boys andfem<strong>in</strong>ism <strong>in</strong> schools. London: Routledge______________________________________________________________________________________<strong>Review</strong> <strong>of</strong> <strong>Strategies</strong> <strong>to</strong> 52 University <strong>of</strong> Strathclyde<strong>Address</strong> <strong>Gender</strong> <strong>Inequalities</strong>and University <strong>of</strong> Glasgow
Lloyd, G (ed.) (2005) Problem Girls: understand<strong>in</strong>g and support<strong>in</strong>g troubled and troublesomegirls and young women. London: RoutledgeMac An Ghaill, M (1988) Young, Gifted and Black. Mil<strong>to</strong>n Keynes, Open University PressMac An Ghaill, M (1994) The Mak<strong>in</strong>g <strong>of</strong> Men: Mascul<strong>in</strong>ities, Sexualities and School<strong>in</strong>g.Buck<strong>in</strong>gham: Open University PressMacrae, S, Maguire, M and Milbourne, L (2000) Social exclusion: exclusion from school.International Journal <strong>of</strong> Inclusive Education 72 (2), 89 – 101Macrae, S and Maguire, M (2000) All change, no change: gendered regimes <strong>in</strong> the post – 16sett<strong>in</strong>g curricula. In J Salisbury and S Riddell (eds.) <strong>Gender</strong> Policy and EducationalChange: Shift<strong>in</strong>g Agendas <strong>in</strong> the UK and Europe. London: RoutledgeMacDonald, A, Saunders, L and Benefield, P (1999) Boys’ achievement, progress, motivationand participation: issues raised by recent literature. Slough: NFERMacKenzie, J (1997) It’s a man’s world: class and gender <strong>in</strong> school work experienceprogrammes. Spotlight No. 60. Ed<strong>in</strong>burgh: <strong>Scottish</strong> Council for Research <strong>in</strong> EducationMacNaugh<strong>to</strong>n G (2000) Reth<strong>in</strong>k<strong>in</strong>g gender <strong>in</strong> early childhood education. London: Paul ChapmanMart<strong>in</strong>o, W and Berrill, D (2003) Boys, school<strong>in</strong>g and mascul<strong>in</strong>ities: <strong>in</strong>terrogat<strong>in</strong>g the ‘Right’way <strong>to</strong> educate boys. Educational <strong>Review</strong> 55 (2), 99 – 117Mills, M (2000) Issues <strong>in</strong> Implement<strong>in</strong>g Boys’ Programme <strong>in</strong> Schools: male teachers andempowerment. <strong>Gender</strong> and Education, 12 (2), 221-238Munn, P (1999) (ed.) Promot<strong>in</strong>g Positive Discipl<strong>in</strong>e: whole school approaches <strong>to</strong> tackl<strong>in</strong>g lowlevel disruption. <strong>Scottish</strong> Ethos Network, fromhttp://www.ethosnet.co.uk/positivediscipl<strong>in</strong>e.pdfMurphy, P and Elwood, J (1999) Fail<strong>in</strong>g Boys. In D Epste<strong>in</strong>, J Ellwood, V Hey and J MawFail<strong>in</strong>g Boys: Issues <strong>in</strong> <strong>Gender</strong> and Achievement. Buck<strong>in</strong>gham: Open University PressMurphy, P and Elwood, J (1997) <strong>Gender</strong>ed experiences, choices and achievement – explor<strong>in</strong>g thel<strong>in</strong>ks. Paper presented at the 23 rd annual IAEA Conference ‘Equity Issues <strong>in</strong> Educationand Assessment. Durban, South Africa, 9-13 JuneMurphy, P (2000) Equity, assessment and gender. In J Salisbury and S Riddell, (eds.) <strong>Gender</strong>Policy and Educational Change Shift<strong>in</strong>g Agenda <strong>in</strong> the UK and Europe, London:RoutledgeMurray, J (2002) Build<strong>in</strong>g on Success: Case Studies <strong>of</strong> Ethos Awards 1997-2001. The EthosNetwork, from http://www.ethosnet.co.uk/success/build<strong>in</strong>g.pdfMurray, J and Closs, A (2000) (eds.) An Ethos <strong>of</strong> Achievement for All: Whole School Approaches<strong>to</strong> Improv<strong>in</strong>g Performance and Celebrat<strong>in</strong>g Success. The Ethos Network, fromhttp://www.ethosnet.co.uk/ethos<strong>of</strong>achieve.pdfMyers, K (1992) <strong>Gender</strong>watch: after the Education Reform Act. Cambridge: CambridgeUniversity PressNoble, C (1998) Help<strong>in</strong>g boys <strong>to</strong> do better <strong>in</strong> their primary school. In K Bleach (1998a) (ed.)Rais<strong>in</strong>g boys’ achievement <strong>in</strong> schools. S<strong>to</strong>ke-on-Trent: Trentham BooksNoble, C and Bradford, W. (2000) Gett<strong>in</strong>g it Right for Boys ….and Girls. London: RoutledgeOffice for Standards <strong>in</strong> Education and Equal Opportunities Commission (Ofsted/EOC) (1996)The <strong>Gender</strong> Divide: Performance Differences Between Boys and Girls at School. HMSO:LondonOsler, A, Street, C, Lall, M and V<strong>in</strong>cent, K (2002) Not a problem? Girls and School Exclusion.London: National Children’s Bureau______________________________________________________________________________________<strong>Review</strong> <strong>of</strong> <strong>Strategies</strong> <strong>to</strong> 53 University <strong>of</strong> Strathclyde<strong>Address</strong> <strong>Gender</strong> <strong>Inequalities</strong>and University <strong>of</strong> Glasgow
- Page 3 and 4:
CONTENTSACKNOWLEDGEMENTSEXECUTIVE S
- Page 5 and 6:
EXECUTIVE SUMMARYIntroductionThe Re
- Page 7 and 8:
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 and 60: differences in the ways that boys a
- Page 61: Burn, E (2001) Do boys need male pr
- 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