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

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Warrington, M and Younger, M (2004) ‘We decided to give it a twirl: single-sex teaching inEnglish Comprehensive Schools’. Gender and Education 15 (4), 339-350Wilkinson, JE, Napuk, A, Watt, J, Normand, B and Johnson, S (1999) The Development ofBaseline Assessment in Scotland: Pilot Procedures: Final Report. Edinburgh: ScottishExecutive Education DepartmentWikely, F and Jamieson, L (1996) School response to gender differences in examinationperformances. Paper presented to the European Conference on Educational Research,University of Seville, September 1996, fromhttp://www.leeds.ac.uk/educol/documents/000000128.htmWoodhead, C (1996) Boys who learn to be losers. The Times, 6th MarchYounger, M and Warrington, M, with Gray, J, Rudduck, J, McLellan, R, Bearne, E, Kershner, Rand Bricheno, P (2005) Raising Boys’ Achievement. DfES Research Report 636. London:DfES______________________________________________________________________________________Review of Strategies to 56 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
APPENDIX 1 QUESTIONNAIRE FOR LOCAL AUTHORITIESReview of Strategies to AddressGender Inequalities in ScottishSchoolsQuestionnaire for Local AuthoritiesThe Universities of Strathclyde and Glasgow have been commissioned by the Scottish ExecutiveEducation Department to undertake a review of the strategies used to address gender inequalitiesin Scottish Schools.The first phase was a review of the recent research and literature on such strategies. This, thesecond phase of the study, is concerned with gathering information on what is happening inthis area across the local authorities. This will be followed by a series of case studies ofstrategies in action in a small number of authorities in the first half of 2005.We appreciate your help in establishing what is happening in the local authorities – theinformation you provide will be used to identify a number of case study schools. However, wewill not approach any schools without the permission of the authority.In this questionnaire, we have used the term ‘gender (in)equality’ for the sake of brevity althoughwe appreciate that other terms might be used to reflect the same issues. If you have anyquestions on completing this questionnaire or if you would like an electronic version, pleasecontact us as indicated below.Please return the completed form by 8 October 2004, using the FREEPOST label enclosed.Name:_________________________________________________________Local authority: _________________________________________________________Post held:_________________________________________________________Please be assured that all the information you provide will be treated in confidence. Individualrespondents will not be identified in reports, either internal or for publication.Contact details: Phone: 0141 950 3186Email: rae.condie@strath.ac.uk______________________________________________________________________________________Review of Strategies to 57 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
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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 and 62: Burn, E (2001) Do boys need male pr
Page 63 and 64: Lloyd, G (ed.) (2005) Problem Girls
Page 65: Rowe, K, Nix, PJ and Tepper, G (199
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
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