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Raising Boys’ Achievement
Mike Younger and Molly Warringtonwith John Gray, Jean Rudduck, Ros McLellan,Eva Bearne, Ruth Kershner and Pat BrichenoUniversity of Cambridge Faculty of Education
Research Report RR636
R
ESEARCH
Research ReportNo 636
Raising Boys’ Achievement
Mike Younger and Molly Warringtonwith John Gray, Jean Rudduck, Ros McLellan, Eva Bearne, Ruth Kershner and Pat BrichenoUniversity of Cambridge Faculty of Education
The views expressed in this report are the authors’ and do not necessarily reflect those of the Department for Education and Skills. © Queen’s Printer and Controller of HMSO 2005. Published with the permission of DfES on behalf of the Controller of Her Majesty's Stationery Office. Applications for reproduction should be made in writing to The CrownCopyright Unit, Her Majesty's Stationery Office, St Clements House, 2-16 Colegate, Norwich NR3 1BQ.ISBN 1 84478 458 4
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Table of Contents
ACKNOWLEDGEMENTS.............................................................................................7
EXECUTIVE SUMMARY..............................................................................................8
‘Boys’ ‘Under-Achievement’ ?......................................................................................8Intervention Strategies....................................................................................................9Pedagogic approaches.............................................................................................9Individual approaches...........................................................................................11Whole school organisational approaches..............................................................12Socio-cultural approaches.....................................................................................12Interventions within Special Schools....................................................................14The Broader Issues.......................................................................................................14Conclusion....................................................................................................................14
CHAPTER 1: The Context of the Project...................................................................16
Why Differential Achievement?...................................................................................17Which Boys? Which Girls?..........................................................................................18
CHAPTER 2: The Gender Gap: Dilemmas and Debates..........................................20
The Nature of the Gender Gap......................................................................................20Interpreting the Gender Gap: the case for care and vigilance......................................25Concluding Comments.................................................................................................27
CHAPTER 3: Intervention Strategies.........................................................................28
The Project’s Framework and Approach......................................................................28The Outcomes of the Pilot Study..................................................................................29Research Design for the Intervention Stage.................................................................31Selection of schools..............................................................................................31The research strategy: aim...................................................................................33The research strategy: process..............................................................................33
CHAPTER 4: Pedagogy I: Raising Achievement in Literacy at Key Stage 2.........36
Approaches to Literacy: processes and products..........................................................36Case study 1..............................................................................................................37The background....................................................................................................37Reading – involving homes and families..............................................................37Assessing progress in reading at key stage 2........................................................39
Sections
« prev | next »- ACKNOWLEDGEMENTS
- EXECUTIVE SUMMARY
- ‘Boys’ ‘Under-Achievement’ ?
- Intervention Strategies
- Pedagogic approaches
- Individual approaches
- Whole school organisational approaches
- Socio-cultural approaches
- Interventions within Special Schools
- The Broader Issues
- Conclusion
- CHAPTER 1: The Context of the Project
- Why Differential Achievement?
- Which Boys? Which Girls?
- CHAPTER 2: The Gender Gap: Dilemmas and Debates
- The Nature of the Gender Gap
- Interpreting the Gender Gap: the case for care and vigilance
- Concluding Comments
- CHAPTER 3: Intervention Strategies
- The Project’s Framework and Approach
- The Outcomes of the Pilot Study
- Research Design for the Intervention Stage
- Selection of schools
- The research strategy: aim
- The research strategy: process
- CHAPTER 4: Pedagogy I: Raising Achievement in Literacy at Key Stage 2
- Approaches to Literacy: processes and products
- Case study 1
- The background
- Reading – involving homes and families
- Assessing progress in reading at key stage 2
- Extending the strategy
- Case Study 2
- A whole school approach
- Becoming a writer
- The importance of talk
- Classroom approaches to support boys’ writing
- Case Study 3
- Improving writing through drama
- Assessing progress in writing and drama
- The extension project
- Evidence for drama leading to better writing: effects on writers and writing
- Classroom practices
- Factors which supported curriculum development: across schools
- Overview
- CHAPTER 5: Pedagogy II: Issues about Teaching- Learning Styles
- Teaching – Learning Styles
- Case Study 1: Accessing Kinaesthetic Learners more effectively
- Impact
- Case Study 2: An approach based around multiple intelligences
- The Nature of the Intervention
- Outcomes in the Originator School: Patterns of Achievement
- The Intervention within one Partner School
- Case Study 3: A Primary Context
- Reflections on Pedagogic Approaches Focusing on Preferred Learning Styles
- Important Pre-Conditions
- CHAPTER 6: The Context of the Individual: Target- Setting and Mentoring
- Target-Setting and Mentoring within the Raising Boys’ Achievement Project
- Case Study 1
- The background:
- Target-Setting and Mentoring Approaches
- Students’ Perspectives
- Assertive Mentoring
- Pre-conditions for Successful Mentoring and Target-setting
- An Overview
- Single-Sex Classes in Mixed Comprehensive Schools : the issues
- Single-Sex Classes within the RBA Project: initial work
- A Case Study
- Learning in Single-Sex Classes: the Students’ Perspective
- Teaching single-sex classes
- Preconditions for Implementation?
- CHAPTER 8: Socio-Cultural Approaches: the Secondary School Context
- The key leaders / key befrienders scheme
- The wider socio-cultural context
- Impact of socio-cultural strategies
- The wider triad
- Pre-conditions for Successful Implementation of Socio-Cultural Strategies
- Closing Perspectives
- CHAPTER 9: Socio-cultural Approaches: the Primary School Context
- Socio-cultural Strategies through a Whole-School Approach
- The strategy: a focus on citizenship
- Assessing progress
- The strategy: a focus on the arts
- A socio-cultural strategy through a classroom-based approach
- The strategy: peer support through a paired reading scheme
- Evidence of changing attitudes across the triads
- Conclusions
- CHAPTER 10: Gender and Achievement in Special Schools
- Introduction
- The Research Participants and the Focus of Inquiry
- Gender, Achievement and Special Education: some general findings
- Developing Research Questions
- Case Examples of School-Based Inquiries
- Case Study 2: Boys’ self-esteem and engagement in learning
- Case Study 3: Expectations and inclusion
- Case Study 4: Supporting concentration and independence in classroom learning
- Some General Conclusions from the Case Studies
- Final Thoughts
- Within Schools
- Understanding the context and meeting the preconditions for development
- Factors that impede steady progress
- The importance of a longterm approach
- Comment
- Across Schools
- Background: competition and collaboration
- Focus and findings
- From hierarchy to equality
- The benefits of working in a triad
- The role of the link researcher
- CHAPTER 12: Concluding Discussion
- Individual Approaches
- Whole School Organisational Issues
- Socio-cultural issues
- The broader issues
- REFERENCES
- APPENDIX
- Examples of research instruments
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