Factors Influencing the Educational Performance of Males and Females in School and Their Initial Destinations After Leaving School

By C. Collins, J. Kenway, J. McLeod. 2000

324 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5969a52a2f11f0827c06a8a341f123ea5b028b21

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Citations in the corpus

New perspectives on career and identity in the contemporary world (2002, background): “…lives (Durant, 1998); that they want to see learning as useful to their own development (MORI, 1998); that much of mainstream curriculum is felt to require no more than passive responses (Griffith, 2000); and that some students are made particularly vulnerable in these ways (Collins et al., 2000).”
Talk, talk, talk: teaching and learning in whole class discourse (2006, background): “In the light of national and international concerns (Weis, 1990; Ofsted, 1993; Evans, 1999; Collins et al., 2000) about underachieving boys, the increase in whole class teaching initiated by the primary national strategies may be exacerbating the problem of boys’ underachievement.”
‘She doesn't shout at no girls’: pupils' perceptions of gender equity in the classroom (2006, background): “In the current international context of differential academic achievement by gender (Johnson, 1996; Collins et al., 2000; Greenfield, 2000) the relationship between boys and underachievement, and the actions and expectations of their teachers both to gender and any assumed potential, remain salient.”
The Problem of Boys' Literacy Underachievement: Raising Some Questions (2010, background): “Collins, Kenway, and McLeod (2000) found that “socio-economic status makes a larger difference than gender to Year 12 performance even...where girls generally do better than boys” (p. 4).”
Boys and motivation (2003, background): “Data collected over the past three decades suggest that there are differences between boys and girls in terms of key educational processes and outcomes (Ainley and Lonsdale 2000, Collins, Kenway and McLeod 2000, DETYA 2000, Horne 2000, House of Representatives Standing Committee on Education and T”
A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys? (2008, background): “It appears that boys and girls educational outcomes are most divergent during the period of adolescence, with a large body of data attesting to the differences between adolescent boys and girls in academic motivation and achievement and the comparative maturity and conscientiousness of girls approac”