Elaine Millard – författare

The 'gender gap' in GCSE results continues to be of prime concern, and there is now a real need for knowledge about how teachers can address this gap. In this volume, a team of contributors considers the gender issues particular to each subject of the secondary curriculum. They discuss effective strategies supported by their research and practice, and offer some ways forward for teachers.The book begins with an overview of contemporary social and cultural approaches to schooling and gender, focusing particularly on the contribution of feminist scholars to the debate. It further examines key aspects of the secondary school curriculum and the implications for learners of their gendered identity. The final section moves beyond the classroom to discuss the influence of current theoretical perspectives on the complex inter-relationship between the curriculum and young peoples' gendered identities, and its implications for their future development.In discussing the character of boys' and girls' achievements in a range of school subjects, the authors seek to 'balance the books' by debating the different, if sometimes competing needs of both boys and girls.

The 'gender gap' in GCSE results continues to be of prime concern, and there is now a real need for knowledge about how teachers can address this gap. In this volume, a team of contributors considers the gender issues particular to each subject of the secondary curriculum. They discuss effective strategies supported by their research and practice, and offer some ways forward for teachers.The book begins with an overview of contemporary social and cultural approaches to schooling and gender, focusing particularly on the contribution of feminist scholars to the debate. It further examines key aspects of the secondary school curriculum and the implications for learners of their gendered identity. The final section moves beyond the classroom to discuss the influence of current theoretical perspectives on the complex inter-relationship between the curriculum and young peoples' gendered identities, and its implications for their future development.In discussing the character of boys' and girls' achievements in a range of school subjects, the authors seek to 'balance the books' by debating the different, if sometimes competing needs of both boys and girls.

This bold, forward-thinking text offers a clear rationale for the development of curricula and pedagogy that will reflect young people’s in-school and out-of-school popular culture practices.By providing a sound theoretical framework and addressing popular culture and new technologies in the context of literacy teacher education, this book marks a significant step forward in literacy teaching and learning. It takes a cross-disciplinary approach and brings together contributions from some of the world’s leading figures in the field. Topics addressed include:children’s popular culture in the homeinformal literacies and pedagogic discoursenew technologies and popular culture in children’s everyday livesteachers working with popular culture in the classroom.This book illustrates the way in which literacy is evolving through popular culture and new technology and is an influential read for teachers, students, researchers and policy makers.

This bold, forward-thinking text offers a clear rationale for the development of curricula and pedagogy that will reflect young people’s in-school and out-of-school popular culture practices.By providing a sound theoretical framework and addressing popular culture and new technologies in the context of literacy teacher education, this book marks a significant step forward in literacy teaching and learning. It takes a cross-disciplinary approach and brings together contributions from some of the world’s leading figures in the field. Topics addressed include:children’s popular culture in the homeinformal literacies and pedagogic discoursenew technologies and popular culture in children’s everyday livesteachers working with popular culture in the classroom.This book illustrates the way in which literacy is evolving through popular culture and new technology and is an influential read for teachers, students, researchers and policy makers.

Presents research into the differences in boy's and girl's experiences of the reading and writing curriculum at home and in school. The book is presented in three sections: an outline of the theoretical debates on gender difference and academic achievement; a description of the research into these issues conducted by the author; and an analysis of the author's findings. In discussing the outcome of her research, the author aims to highlight further areas for more detailed study and makes recommendations for the development of literacy policies, which cross curriculum boundaries in schools.

Presents research into the differences in boy's and girl's experiences of the reading and writing curriculum at home and in school. The book is presented in three sections: an outline of the theoretical debates on gender difference and academic achievement; a description of the research into these issues conducted by the author; and an analysis of the author's findings. In discussing the outcome of her research, the author aims to highlight further areas for more detailed study and makes recommendations for the development of literacy policies, which cross curriculum boundaries in schools.

This bold, forward-thinking text offers a clear rationale for the development of curricula and pedagogy that will reflect young people’s in-school and out-of-school popular culture practices.

By providing a sound theoretical framework and addressing popular culture and new technologies in the context of literacy teacher education, this book marks a significant step forward in literacy teaching and learning. It takes a cross-disciplinary approach and brings together contributions from some of the world’s leading figures in the field. Topics addressed include:

children’s popular culture in the home informal literacies and pedagogic discourse new technologies and popular culture in children’s everyday lives teachers working with popular culture in the classroom.

This book illustrates the way in which literacy is evolving through popular culture and new technology and is an influential read for teachers, students, researchers and policy makers.

This bold, forward-thinking text offers a clear rationale for the development of curricula and pedagogy that will reflect young people’s in-school and out-of-school popular culture practices.

By providing a sound theoretical framework and addressing popular culture and new technologies in the context of literacy teacher education, this book marks a significant step forward in literacy teaching and learning. It takes a cross-disciplinary approach and brings together contributions from some of the world’s leading figures in the field. Topics addressed include:

children’s popular culture in the home informal literacies and pedagogic discourse new technologies and popular culture in children’s everyday lives teachers working with popular culture in the classroom.

This book illustrates the way in which literacy is evolving through popular culture and new technology and is an influential read for teachers, students, researchers and policy makers.

The ''gender gap'' in GCSE results continues to be of prime concern, and there is now a real need for knowledge about how teachers can address this gap. In this volume, a team of contributors considers the gender issues particular to each subject of the secondary curriculum. They discuss effective strategies supported by their research and practice, and offer some ways forward for teachers.The book begins with an overview of contemporary social and cultural approaches to schooling and gender, focusing particularly on the contribution of feminist scholars to the debate. It further examines key aspects of the secondary school curriculum and the implications for learners of their gendered identity. The final section moves beyond the classroom to discuss the influence of current theoretical perspectives on the complex inter-relationship between the curriculum and young peoples'' gendered identities, and its implications for their future development.In discussing the character of boys'' and girls'' achievements in a range of school subjects, the authors seek to ''balance the books'' by debating the different, if sometimes competing needs of both boys and girls.

The ''gender gap'' in GCSE results continues to be of prime concern, and there is now a real need for knowledge about how teachers can address this gap. In this volume, a team of contributors considers the gender issues particular to each subject of the secondary curriculum. They discuss effective strategies supported by their research and practice, and offer some ways forward for teachers.The book begins with an overview of contemporary social and cultural approaches to schooling and gender, focusing particularly on the contribution of feminist scholars to the debate. It further examines key aspects of the secondary school curriculum and the implications for learners of their gendered identity. The final section moves beyond the classroom to discuss the influence of current theoretical perspectives on the complex inter-relationship between the curriculum and young peoples'' gendered identities, and its implications for their future development.In discussing the character of boys'' and girls'' achievements in a range of school subjects, the authors seek to ''balance the books'' by debating the different, if sometimes competing needs of both boys and girls.

Presents research into the differences in boy''s and girl''s experiences of the reading and writing curriculum at home and in school. The book is presented in three sections: an outline of the theoretical debates on gender difference and academic achievement; a description of the research into these issues conducted by the author; and an analysis of the author''s findings. In discussing the outcome of her research, the author aims to highlight further areas for more detailed study and makes recommendations for the development of literacy policies, which cross curriculum boundaries in schools.