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"Reassessing Gender and Achievement "draws together the findings and arguments from the vast array of material available on this topic, in order to provide a comprehensive and clear overview of the various debates about, and explanations for gender and achievement.
The authors, both well known for their work in this area, will guide the reader through the maze of different theories and thinking by:
* Examining the policy and context for the recent debates on boys' achievement, including the 'moral panic'
* Systematically explaining the various explanations for boys' apparent under-performance, and assessing the evidence in each case
* Exploring the current situation for girls, asking to what extent their achievement and experiences of school have changes
* Discussing the impact of social class and ethnicity on pupils' achievement
* Providing an analysis of pupils' perspectives, particularly in the context of their peer group pressures.
Eschewing any 'quick-fix' solutions for raisingboys' achievement, the authors also highlight the continuing problems experienced by girls in terms of achievement and classroom interaction. Teachers, education professionals and students engaged in teacher training will welcome the authors' objective yet critical expertise on this vital issue in schools today.
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Table of Contents

1. Introduction; 2. Perspectives on Gender and Achievement; 3. The Construction of Gender and Achievement in Education Policy; 4. Evaluating 'Boys' Underachievement'; 5. Explaining Gender Differences in Achievement: Explanation 1 - Boys and girls are born with different interests, motivations and abilities; Explanation 2 - Boys and girls have different learning styles; Explanation 3 - Schools are 'feminized' and this disadvantages boys; Explanation 4 - Assessment procedures and teaching practices are biased towards girls; Explanation 5 - That pupils' constructions of gender manifest in different behaviours which impact on achievement; 6. What Has Happened to the Girls?; 7. The Future for Boys and Girls? (Re)constructions of gender and achievement; 8. Raising Achievement: What 'works in the classroom?


'This book leaves readers with the assertion that a commitment to diminishing gender differences is closely aligned to facilitating achievement for both boys and girls in schools. In this sense, it raises important questions about the processes of degendering and regendering that need to occur in order to address the limits imposed by the remasculinization of schooling that are engendered by the forces of neo-liberalism and their legitimation through educational policy.' - Wayne Martino, Faculty of Education, The University of Western Ontario,Canada 'Francis and Skelton provide an excellent overview of the various theories and explanatory frameworks that have been mobilized for making sense of gender differences in achievement.'- Wayne Martino, Faculty of Education, The University of Western Ontario,Canada

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