By Trisha Maynard
Lately the problem of boys and literacy, specifically that they're worse at it in comparison to women, has develop into a key niche to all these occupied with the schooling of our kids. This e-book highlights the foremost elements inflicting this divide and discusses the implementation of latest suggestions to beat it, that have been the results of large qualitative examine made by means of the writer. Trisha Maynard reviews case examine findings of a first-rate tuition whose employees desired to discover and increase boys' attitudes in the direction of and attainment in literacy, and particularly their problems with writing.The booklet highlights concerns about the examining and writing of reports, what lecturers comprehend through 'good tale writing' and the significance of academics exploring boys' and ladies' problems with literacy by way of themselves. It presents major perception into boys' problems with writing in addition to informing lecturers how to define out approximately kid's attainment.
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Additional info for Boys and Literacy: Exploring the Issues (Language and Literacy Inaction)
24 Setting the scene Other than differences in verbal and visual-spatial capability, Moir and Moir (1999) cite research which suggests that the chemistry of the male brain means that, compared with females, males are more likely to be impulsive, impatient, more easily bored and derive greater pleasure from taking risks. g. ) to respond more sensitively to all sensory stimuli. Females, it is maintained, ‘are equipped to receive a wider range of sensory information, to connect and relate that information with greater efficiency, to place a primacy on personal relationships, and to communicate’ (Moir and Jessel 1998: 17).
Cohen (1998) points out that in the eighteenth century, for example, the greater elegance, fluency and liveliness of women’s conversation compared with that of men was recognised. By the end of the eighteenth century, however, girls’ quick thinking was interpreted as a sign of their inferiority while boys’ ‘dullness’ was seen as a sign of their deep and thoughtful minds. Similarly, in the first systematic and public assessment of girls’ and boys’ performance (the Schools’ Inquiry Commission of 1868, see Cohen 1998), not only were girls found to outperform boys but their more positive attitude towards learning was also noted.
Mucking around As I noted in Chapter 1, having a laugh and adopting a negative attitude towards school and school-work are part of the culture of laddish behaviour. Epstein (1998: 98) maintains that her research supported the view that one of the dominant notions of (hegemonic) masculinity in many schools was the avoidance of academic work, or at least the avoidance of the appearance of working. This is not just associated with boys of secondary school age; even in primary schools Epstein (1998) noted the bullying and harassment through homophobic name-calling of boys who worked hard.