Equity in the classroom : towards effective pedagogy for girls and boys

著者

• Murphy, Patricia F.
• Gipps, C. V.

書誌事項

Equity in the classroom : towards effective pedagogy for girls and boys

edited by Patricia F. Murphy and Caroline V. Gipps

Falmer Press , UNESCO Publishing, 1996

• : cased, Falmer Press
• : paper, Falmer Press
• : UNESCO

注記

Includes bibliographical references and index

内容説明・目次

巻冊次

: cased, Falmer Press ISBN 9780750705400

内容説明

Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions.; The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be used to make education, as it is experienced by students and reflected in their achievements, more just.

目次

• Part 1 Pedagogy and gender: defining pedagogy, Patricia Murphy
• a girls' pedagogy in relationship, Jane Roland Martin
• citizenship, difference and marginality in schools - spatial and embodied aspects of gender consumption, Tuula Gordon
• the pedagogy of difference - an African perspective, Sheila Parvyn
• gender identity and cognitive style, John Head. Part 2 Differential learning and performance: scholarship, gender and mathematics, Elizabeth Fennema
• girls and information technology, Karen Littleton
• research on English and the teaching of girls, Janet White
• girls' achievement in science and technology - implications for pedagogy, Jan Harding
• is there space for the achieving girl?, Michele Cohen
• a socially just pedagogy for the teaching of mathematics, Leone Burton. Part 3 Interventions: redefining achievement, Gaell M. Hildebrand
• single-sex settings - pedagogies for girls and boys in Danish schools, Anne Mette Kruse
• intervention programmes in science and engineering education from secondary schools to universities, Sue Lewis
• how do we influence educators about gender equality?, Jo Sanders
• Teachers' Voices, Liz Wyatt Et Al
• The Emotional Dimensions Of Feminist pedagogy in schools, Jane Kenway et al
• reviews and conclusion, Caroline Gipps.

巻冊次

: paper, Falmer Press ISBN 9780750705417

内容説明

Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions.; The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be used to make education, as it is experienced by students and reflected in their achievements, more just.

目次

• Part 1 Pedagogy and gender: defining pedagogy, Patricia Murphy
• a girls' pedagogy in relationship, Jane Roland Martin
• citizenship, difference and marginality in schools - spatial and embodied aspects of gender consumption, Tuula Gordon
• the pedagogy of difference - an African perspective, Sheila Parvyn
• gender identity and cognitive style, John Head. Part 2 Differential learning and performance: scholarship, gender and mathematics, Elizabeth Fennema
• girls and information technology, Karen Littleton
• research on English and the teaching of girls, Janet White
• girls' achievement in science and technology - implications for pedagogy, Jan Harding
• is there space for the achieving girl?, Michele Cohen
• a socially just pedagogy for the teaching of mathematics, Leone Burton. Part 3 Interventions: redefining achievement, Gaell M. Hildebrand
• single-sex settings - pedagogies for girls and boys in Danish schools, Anne Mette Kruse
• intervention programmes in science and engineering education from secondary schools to universities, Sue Lewis
• how do we influence educators about gender equality?, Jo Sanders
• Teachers' Voices, Liz Wyatt Et Al
• The Emotional Dimensions Of Feminist pedagogy in schools, Jane Kenway et al
• reviews and conclusion, Caroline Gipps.

巻冊次

: UNESCO ISBN 9789231033025

内容説明

This text raises a challenge to education systems and the definitions of what it is to be educated that underlines them. The concern is with pedagogy and students' learning, and this is set in a theoretical context which explores feminist perspectives on pedagogy, knowledge and achievement. International trends in subject perfromance throughout the schooling are examined in the areas of science, mathematics, technology, French, English and information technology. Also considered are a range of interventions in different contexts and countries addressing a range of purposes, all aimed at enhancing equity in schools and higher education systems.

目次

• Pedagogy and gender
• differential learning and performance
• interventions.

「Nielsen BookData」 より

詳細情報

• NII書誌ID(NCID): BA29478362
• ISBN:
  • 075070540X
  • 0750705418
  • 9231033026
• 出版国コード: uk
• タイトル言語コード: eng
• 本文言語コード: eng
• 出版地: London,Paris
• ページ数/冊数: vii, 286 p.
• 大きさ: 24 cm