Raising Boys' Achievement in Secondary Schools

Raising Boys' Achievement in Secondary Schools

Raising Boys' Achievement in Secondary Schools

Raising Boys' Achievement in Secondary Schools


"Boys' achievement has attracted great attention in recent years in many countries. This comprehensive book based on sound research in schools provides practical insights into how the achievement of boysand girls can be raised. It reminds us that it is not all boys or no girlswho underachieve. It demonstrates the respective roles of teaching andlearning, school culture and social factors. No easy answers butexcellent ideas backed by evidence from authoritative, thoroughresearchers with a firm basis in schools."Judy Sebba, Professor of Education, University of Sussex"Teachers will find this book invaluable. It is based on quality researchwhich actually evaluates the impact of the various strategies suggestedfor raising boys' achievement. What is more, in contrast to many of themore 'quick-fix' works in this field, the authors' discussion and analysisis measured and nuanced, and supported by an in-depth understandingof the wealth of theory and research around gender and achievement. It provides a welcome and weighty contribution to an evercontroversial debate."Becky Francis, London Metropolitan UniversityIn this important book, the authors evaluate different approaches and advocate practical, evidence-based strategies, which have the potential to promote boys' as well as girls' achievements. The approaches are discussed within the context of inclusivity, acknowledging the diverse needs and interests of different boys and the invisibility and continuing disadvantage of some girls. The book begins and ends with reflections from students of their own school experiences, and makes practical recommendations for the future. This book draws upon empirical research and work initiated as part of the DfES project on Raising Boys' Achievement. It brings together theoretical and practical issues, and reflects upon the construction of the debate about boys' apparent under-achievement from the perspectives of girls as well as boys. The authors critically explore notions of under-achievement and 'value added', and consider how useful the concept of the 'gender gap' is in advancing the debates. Raising Boys' Achievement in Secondary Schools is key reading for undergraduate and postgraduate Education students, PGCE students, headteachers, senior managers within schools and local education authorities, and policy makers.


I was really rescued by my mentor; he's from our community, and
he showed me what was possible … I got awards for my poetry, I
proved everybody wrong, I shocked everybody … but it was down
to my Head of Year [in Year 9] and my mentor … it gave me a
real boost, and showed the teachers that my labels were wrong …
it made some of the teachers stop and think.


He's alright. He makes you feel comfortable and relaxed, and not
all tensed up. He talks to you in the corridor as well.


I can't be silent, I need to talk! … but I can work as well; teachers
don't understand.


There's too much judging here … some teachers hear about us
before they even teach us, and then they assume we're like they hear
… but sometimes it's being spread around by one or two staff who
really don't get on with us … teachers should give us more chance.


I'm always copying down stuff which doesn't seem to have any


If we were given a fresh start, I'm sure we'd all be much better,
whereas we made mistakes in year 7 and 8, and we're paying for
them now because the teachers don't treat us that well. I don't want
to be an amazing person. I just want to be treated as a normal
person. We all make mistakes, don't we, but they can't let it go.

Carl) . . .

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