Reassessing gender and achievement

By B. Francis, Christine Skelton. 2005

158 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/907a942709deb8f39af2ad08300d1c4069af40e9

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Citations in the corpus

Tackling low educational achievement (2007, background): “The literature on boys’ diffi culties with reading is considerable (see e.g. Barrs and Pidgeon, 1993, 1998; Frater, 2000; Noble and Bradford, 2000; Francis and Skelton, 2005).”
Gender, toys and learning (2010, background): “This substantial gender gap at literacy exists for all social groups irrespective of social class and ethnicity, although social class remains the greatest predictor of educational achievement: even at literacy, middle-class boys still outperform working-class girls (Francis & Skelton, 2005).”
Gender, ‘bias’, assessment and feedback: analyzing the written assessment of undergraduate history essays (2005, background): “Women are often perceived to have greater verbal facility than men (and indeed girls achieve better results in English and literacy than boys from Key Stage 1 right through to HE degree level—see Millard, 1997; Arnot et al., 1999; Francis & Skelton, 2005).”
Re/theorising gender: female masculinity and male femininity in the classroom? (2010, background): “Albeit the project team do not subscribe to the view that achievement should be conceived so narrowly (Francis and Skelton 2005).”
Resisting images of the ‘diminished self’: the implications of emotional well‐being and emotional engagement in education policy (2007, background): “…of disaffected and disruptive boys is presented both by the DfES and psychologists as a product of their tendency to hide their emotional vulnerability and low self-esteem: dealing with disruption requires schools to pathologise and then address this vulnerability (see Francis & Skelton, 2006).”
Teaching manfully? Exploring gendered subjectivities and power via analysis of men teachers’ gender performance (2008, background): “Yet this is speculative deduction: the *Email: B.Francis@roehampton.ac.uk form of masculinity which male teachers are envisaged to represent, and the reasons that boys should apparently identify with this, are never articulated in the policy material (Francis & Skelton 2005).”