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ERIC Number: EJ1098211
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0300-4279
Illuminating the "Boy Problem" from Children's and Teachers' Perspectives: A Pilot Study
Hamilton, Paula Louise; Jones, Louise
Education 3-13, v44 n3 p241-254 2016
The apparent educational underperformance of boys has received phenomenal attention worldwide for many years. In the UK, it has led to various government reports and policies aimed at raising boys' achievement. This small-scale qualitative-interpretive pilot study, undertaken in one urban primary school in North Wales, reports the findings from exploring boys', aged six to seven years, perceptions of education. It also presents teachers' perceptions of how boys' learn and what they regard to be visible gender differences in the classroom. The research suggests that although many boys within this age group seemed generally positive about school and learning, certain issues were emerging for some boys that, if not addressed, could result in disengagement and/or underperformance. Factors include: issues related to boys' reading and literacy; boys' preference for screen-based, digital devices; gender binaries in relation to learning styles and behaviours; gender-specific syndromes; and teacher concerns about the impact of a "feminised" education sector. The objective of this paper is to examine, after decades of research studies and government reports, what do we really know about the perceptions of young male learners and their experiences within the context of the primary classroom?
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom