Interesting paper on student attitudes http://www.acirrt.com/pubs/WP83.pdf
Tutorial 1
Websites related to Assignment 1
Gender and learning- perspectives from Education QLD
http://education.qld.gov.au/students/advocacy/equity/gender-sch/
This site is a powerpoint presentation and is a bit slow at first. It compares Australian education to other countries on various aspects including achievement, equity and gender. It was conducted in 2002. It attributes 29% of student achievement to social background.
http://www.acer.edu.au/workshops/documents/ACER_conference-McGaw.pdf
The Trinity site is amazing. Some of the links don’t work, but a huge site on many topics.This topic is boys.
http://library.trinity.wa.edu.au/teaching/boys.htm
A book! Easy reading and practical, about how teaching strategies to help boys benefit all students ie "quality teaching" and "catering for individual learning needs". English context.
"Getting it right for boys – and girls" by Colin Noble and Wendy Bradford, London: N.Y. , Routledge, 2000.
Curriculum Leadership (from Curriculum Corporation) digest containing an article criticising the Bridging the Gap report from the National Education and Employment Forum 2001-2002 which discusses the problem of how to address inequity in the Australian education system. Go to Back Issues- Volume 1 Number3
http://cms.curriculum.edu.au/leader/newcms/leader_articles.asp?item_id=4345
From Education QLD –looks at variables in achievement. The link called "Does finishing year 12 matter?" is also very good
http://education.qld.gov.au/students/advocacy/equity/gender-sch/trouble/part-rates.html
Reading 1.2 refers to it in –has section on increasing retention and equity section refers to achievement variables
http://www.curriculum.edu.au/mceetya/public/pub325.htm
Boys demonstrate literacy in ways the current curriculum doesn't assess
Heather Blair and Kathy Sanfordhttp://www.onlineopinion.com.au/2003/Feb03/Blair&Sanford.htm
NSW promoting results-narrowing boy girl gap
http://www.det.nsw.edu.au/ministerial/yr2002/sep/bst_results.htm
Boys Talk Shifts to Action to Mend the Inbalance
http://www.smh.com.au/articles/2002/06/09/1022982797654.html
**** Good paper Boys in Education What’s Happening- graph showing difference between states
http://www.dest.gov.au/Research/docs/Paper%20for%20Manning%20the%20Milllenium.pdf
Does finishing Year 12 matter?
Clearly, those seeking full-time employment are disadvantaged in the labour market if they don’t complete Year 12. But the real picture is more complex and is strongly gendered. The activity at the bottom of the following site shows that while girls are performing well at school, employment is quite a different outcome.
http://education.qld.gov.au/students/advocacy/equity/gender-sch/trouble/part-rates.html#risks
http://education.qld.gov.au/students/advocacy/equity/gender-sch/trouble/part-rates.html
http://www.dest.gov.au/Research/docs/Paper%20for%20Manning%20the%20Milllenium.pdf
Diagram 1
What does this graph show about the gender achievement problem among Year 3 students in relation to the different states? What is the significance of the different achievement levels in each state?
http://www.dest.gov.au/Research/docs/Paper%20for%20Manning%20the%20Milllenium.pdf
Diagram 2
http://www.dest.gov.au/Research/docs/Paper%20for%20Manning%20the%20Milllenium.pdf
Reading 1.4 xvi says that "While young men….(3rd last paragraph) ". Look at the male unemployment figures, and the female part-time statistics. Also, consider the female participation in higher education and the female full- time employment statistics.
| Boys demonstrate literacy in ways the current curriculum doesn't assess. By Heather Blair and Kathy SanfordPosted 21/2/03 Click on the link below for the full story http://www.onlineopinion.com.au/2003/Feb03/Blair&Sanford.htm |
|
Here is the conclusion of the article In conclusion, it is evident that boys can read, but are selective in what they read; they use reading strategies that they have adopted in school and have morphed them to help make sense of new literacies that appeal to them. Teachers need to transform our ideas about literacy to help boys recognise their strengths and move them beyond their own to broader, more global literacies. We need to better understand their "morphing literacies", critique the arguments that would position them as failing and remind ourselves that there are multiple definitions of literacy and multiple paths to becoming literate. We need to deepen our understandings of the subjectivity of literacies for both boys and girls given the socio-cultural configurations from which they emerge. We need to encourage our students to see the multiplicities of perspective and recognise the morphing of their own literacy practices. |
