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

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APPENDIX 2 LIST OF STRATEGIES IDENTIFIED BY LOCALAUTHORITIESLocal authorityStrategy/Area of focusReported involvementl.a. staff pupils parents1 Reading: Blokes and Books, Bags of books 2 SQA performance – girls 3 Gender specific classes Learning styles 4 Raise Boys’ Attainment, S-Grade 567Handle TechniquesBoys literacy/home reading initiative Use of learning maps P1-7Getting the best out of boysEarly years Parent Services – promote role/ involvementof fathers in children’s learningContexts for learning – boysSure Start work – promote health improvement, men andboys in particularBoys’ underachievement; single gender classes, classorganisation, learning and teaching stylesBoys’ underachievement; learning and teaching styles, useof ICT, Mindstore, tracking systems, supported tutorialsLiteracy: learning and teaching styles, selection ofresources, emotional literacy programme 8 Tracking of individuals’ progress 91011Active Learning for boys Early literacy Top 30 Tips Partnership/role modelling/reading champions Storytelling Science Squad CASE Developing language skills and motor skills Variety of teaching experiences Language across the curriculum 12 Under achievement of boys 13Boys’ underachievement Raising boys’ achievement in writing 14 Boys and literacy 15 Citizenship in the 3-5 curriculum ______________________________________________________________________________________Review of Strategies to 62 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
Local authority161718Strategy/Area of focusRange of gender issues on S2 equal opportunities dayClassroom practicesWorking with fathersReported involvementl.a. staff pupils parentsLearning and Teaching Strategies Gender imbalance in attainmentSingle gender classes, mentoring Reading in the upper stages Alternative Curriculum: general focus on motivationthrough enterprise, pupil support and inclusion agenda ______________________________________________________________________________________Review of Strategies to 63 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
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CONTENTSACKNOWLEDGEMENTSEXECUTIVE S
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EXECUTIVE SUMMARYIntroductionThe Re
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Staff and management in most school
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6. Management and whole school pers
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CHAPTER ONE THE STUDYRecent researc
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CHAPTER TWO REVIEW OF THE LITERATUR
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2.3 Causes of gender inequalityA ra
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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 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: C. Strategies to address gender ine
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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