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Product Description
Product Description
Presents research into the differences in boy's and girl's experiences of the reading and writing curriculum at home and in school. The book includes an outline of the theoretical debates on gender difference and academic achievement.
From the Back Cover
Presents research into the differences in boy's and girl's experiences of the reading and writing curriculum at home and in school. The book is presented in three sections: an outline of the theoretical debates on gender difference and academic achievement; a description of the research into these issues conducted by the author; and an analysis of the author's findings. In discussing the outcome of her research, the author aims to highlight further areas for more detailed study and makes recommendations for the development of literacy policies, which cross curriculum boundaries in schools.
Inside This Book
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First Sentence
From the beginning of the social interaction that comes with full-time schooling, girls and boys in the same classroom have been shown to create quite different educational experiences for themselves (Arnot and Weiner, 1987; Walkerdine, 1989; Delamont, 1990). Read the first page
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
From the beginning of the social interaction that comes with full-time schooling, girls and boys in the same classroom have been shown to create quite different educational experiences for themselves (Arnot and Weiner, 1987; Walkerdine, 1989; Delamont, 1990). Read the first page
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Concordance
Browse Sample PagesConcordance
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
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77% buy the item featured on this page: Differently Literate: Boys, Girls and the Schooling of Literacy £27.98 |
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7% buy Raising Boys' Achievement in Primary Schools: Towards a holistic approach£20.89 |
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5% buy Pocket PAL: Boys and Writing (Teachers' Guide)£6.13 |
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