Gotowe bibliografie tematyczne / Boys Education Australia

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  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji

Gotowa bibliografia na temat „Boys Education Australia”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 31 stycznia 2023

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Artykuły w czasopismach na temat "Boys Education Australia"

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Hartman, Deborah. "Gender Policy in Australian Schools." Boyhood Studies 5, no. 1 (March 1, 2011): 3–19. http://dx.doi.org/10.3149/thy.0501.3.

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This paper describes the rise of boys’ education as a substantial social and educational issue in Australia in the 1990s, mapping the changes in Australian discourses on boys’ education in this period. Ideas and authors informed by the men’s movement entered the discourses about boys’ education, contributing to a wave of teacher experimentation and new ways of thinking about gender policies in schools. The author suggests that there is currently a policy impasse, and proposes a new multi-disciplinary approach bringing together academic, practitioner, policy, and public discourses on boys’ educ
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Keddie, Amanda, and Martin Mills. "Teaching for Gender Justice." Australian Journal of Education 51, no. 2 (August 2007): 205–19. http://dx.doi.org/10.1177/000494410705100208.

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Since the mid 1990s ‘boys' as an equity concern have come to dominate the gender and education agenda in many countries. This has been particularly the case in Australia where substantial funding has been invested in research to investigate boys' issues, into a federal parliamentary inquiry into boys' education and into schools that have a particular focus on improving boys' education. The discourses that work to construct boys as an equity concern have had differing impacts upon teachers' philosophies and practices in relation to boys' education. In this paper we locate two teacher stories wi
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Law, Helen. "Why do adolescent boys dominate advanced mathematics subjects in the final year of secondary school in Australia?" Australian Journal of Education 62, no. 2 (July 23, 2018): 169–91. http://dx.doi.org/10.1177/0004944118776458.

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In Australia, many students, especially girls, choose not to study advanced mathematics in Year 12 even though their schools offer relevant subjects. Previous studies have rarely examined, using nationally representative samples of Australian students, the extent to which teenage educational experiences and occupational expectations influence gender differences in later pursuits of advanced mathematics subjects. To fill this gap, I use multilevel logistic regression models to analyse the data from the 2003 cohort of the Longitudinal Survey of Australian Youth. My results show that students’ ma
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Bolaji, Stephen, Sulay Jalloh, and Marilyn Kell. "It Takes a Village: Listening to Parents." Education Sciences 10, no. 3 (February 29, 2020): 53. http://dx.doi.org/10.3390/educsci10030053.

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The study was premised on the concern of the migrant African parents about their children’s lack of aspiration for higher education after completing their secondary education in the Northern Territory (NT), Australia. There appears to be little understanding of, or confusion around, the different pathways available to higher education in Australia. The reports and anecdotes around African youths in the NT demonstrating antisocial behaviors, including, but not limited to drug offences, teen pregnancies and suicides prompted this research. These troubling behaviors have culminated in the death o
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Carden, Clarissa. "A breakdown of reformatory education: remembering Westbrook." History of Education Review 47, no. 1 (June 4, 2018): 67–76. http://dx.doi.org/10.1108/her-12-2016-0037.

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Purpose Westbrook Farm Home for Boys in Queensland, Australia, existed in various forms for over 100 years. As such, it offers a valuable window into Australian approaches to managing and reforming boys through the twentieth century. The purpose of this paper is to examine its approach to reforming teenage boys during a period marked by a mass escape in 1961. It argues that the reformatory education initially intended was no longer tenable during this moment in history, and that this period represents a breakdown of that approach. Design/methodology/approach This paper draws on material includ
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Anderson, Robyn. "Grade Repetition Risk for Boys in early Schooling in Queensland, Australia." Australasian Journal of Early Childhood 40, no. 4 (December 2015): 87–95. http://dx.doi.org/10.1177/183693911504000411.

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Brice, Ian D. "Ethnic Masculinities in Australian Boys’ Schools: Scots and Irish secondary schools in late nineteenth‐century Australia." Paedagogica Historica 37, no. 1 (January 2001): 139–52. http://dx.doi.org/10.1080/0030923010370109.

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Hancock, Kirsten, David Lawrence, Francis Mitrou, David Zarb, Donna Berthelsen, Jan Nicholson, and Stephen Zubrick. "The association between playgroup participation, learning competence and social-emotional wellbeing for children aged four–five years in Australia." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 72–81. http://dx.doi.org/10.1177/183693911203700211.

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DATA FROM Growing Up in Australia: The Longitudinal Study of Australian Children is used to examine the associations between playgroup participation and the outcomes for children aged four to five years. Controlling for a range of socioeconomic and family characteristics, playgroup participation from birth to three years was used to predict learning competence and social-emotional functioning outcomes at age four–five years. For learning competence, both boys and girls from disadvantaged families scored three–four per cent higher if they attended playgroup at ages birth–one year and two–three
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Connell, Sharon, John Fien, Helen Sykes, and David Yencken. "Young People and the Environment in Australia: Beliefs, Knowledge, Commitment and Educational Implications." Australian Journal of Environmental Education 14 (1998): 39–48. http://dx.doi.org/10.1017/s0814062600001555.

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AbstractThere is a paucity of research in Australia on the nature of young people's attitudes, knowledge and actions. This paper reports on the findings from one such study of Australian high school students. The research was based on a survey of 5688 students from Melbourne and Brisbane. These young people identified protection of the environment as the most important problem In Australia and strongly supported the belief systems characteristic of an ‘environmental paradigm’. Despite this, the majority displayed relatively low levels of knowledge of key environmental concepts, and were involv
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Kenway, Jane, Sue Willis, Jill Blackmore, and Leonie Rennie. "Are boys victims of feminism in schools? Some answers from Australia." International Journal of Inclusive Education 1, no. 1 (January 1997): 19–35. http://dx.doi.org/10.1080/1360311970010103.

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Rozprawy doktorskie na temat "Boys Education Australia"

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Fellowes, Janet. "Boys and writing: Attentiveness levels and the impact of single gender classes and teaching methods." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/660.

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The study is concerned with boys' literacy learning. It seeks to gauge whether the change to a single-gender class brings about any improvement in the boys' attentiveness levels during writing lessons and also to ascertain whether attentiveness is influenced by other factors associated with the learning tasks, and with the teacher's pedagogical and management practices. This study involves the scrutiny of writing lessons in three classes in Western Australian metropolitan primary school - a Year 5 co-educational class, a Year 6 allboy's class ( comprising boys from the Year 5 class) in the han
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Simons, Leah Valerie. "Princes men : masculinity at Prince Alfred College 1960-1965." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phs6114.pdf.

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Bibliography: leaves 264-273. Ch. 1: Introduction -- Ch. 2: Religion -- Ch. 3: Princes men -- Ch. 4. School culture and impact -- Ch. 5: Discipline -- Ch. 6: Competition and success -- Ch. 7: Conclusions. "This study is an oral history based on interviews with fifty men who left Prince Alfred College (PAC) between 1960-65. The aim was to define the codes of masculinity that were accepted and taught at the school and any other definitions of masculinity that were occurring simultaneously" -- abstract.
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Scarparolo, Gemma E. "Character cars : How computer technology enhances learning in terms of arts ideas and arts skills and proceses in a year 7 male visual arts education program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/662.

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'The possibilities that the technology can offer are seemingly endless and remain to be fully explored in [visual] art education." (Callow. 2001. p,43) The aim of this research is to investigate whether the integration of Visual Arts Technology Tools (TECH-TOOLS) into Traditional Visual Arts Programs (TRAD-['ROG) enhance the students' learning in terms of Arts Ideas (AI) and Arts Skills and Processes (ASP) and whether it is a cost effective option for Western Australian primary schools. To determine whether it is worth the inclusion of TECH-TOOLS in terms of enhancing learning. this research w
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Lowndes, Gabrielle. "An expressive-psychoanalytic approach to the reconstruction of personal experience : an opportunity for middle year males." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/349.

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This exegesis provides a theoretical background that supports and accommodates the Artist-Researcher's exhibition and visual diary. Efland's, (1990) Expressive Psychoanalytic model, reinforces the notion that through creating, individuals construct their experiences through the making processes. This self-responding approach focuses on emotionally centred expression, fusing the practical with feelings about relationships. The exegesis underscores the essential therapeutic role of visual arts in education. The Artist-Researcher's exhibition centres upon a personal exploration of her adolescent
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Harrison, Scott D., and n/a. "Musical Participation By Boys: The Role of Gender in the Choice of Musical Activities By Males in Australian Schools." Griffith University. Queensland Conservatorium, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040528.142148.

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This thesis seeks to examine the relationship between gender and musical participation by boys. The problem of males' non-participation in certain musical activities has been the subject of research for many years. This thesis considers some of the issues in relation to this phenomenon. The notion of gender is discussed. Historical and contemporary perspectives in stereotyping are investigated to determine the extent of the problem, with a view to enhancing the experience of boys in musical endeavours. There are no studies of this nature in existence in Australia and the existing research from
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Milmoe, Angela. "Boys' perceptions and experiences of their placement in a secondary school remedial program : An examination of self-esteem, attitude, motivation and reading achievement." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1502.

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Remedial EngIish education has long focused on the development of students reading and writing skills, but research suggests that greater emphasis may need to be placed on affective factors such as self-esteem, motivation, attitude and perception. The influence of such 'non-cognitive' factors on any adolescent student's literacy development is often underestimated. For students experiencing difficulties in literacy, the interaction between perceived ability of degree of success in literacy and the affective factors often impact negatively on self-esteem, attitude and motivation. The relationsh
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Hartman, Deborah. "Educating boys: what's your problem? A field and discourse analysis of boys' education in Australia from 1996 to 2006." Thesis, 2014. http://hdl.handle.net/1959.13/1054694.

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Research Doctorate - Doctor of Philosophy (PhD)<br>This Bourdieusian and Strategic Action field analysis and Critical Language Analysis investigated the Australian field of boys’ education in the turbulent period from 1996 to 2006. The study indicated that the focus on boys’ education created shock waves that reverberated through the hierarchical layers or sub-fields of practice, research, policy and politics in the somewhat autonomous field of gender equity in education. The findings of this research suggest that there were two major factors in the field’s vulnerability to incursions. The fir
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Simons, Leah Valerie. "Princes men : masculinity at Prince Alfred College 1960-1965." Thesis, 2001. http://hdl.handle.net/2440/21796.

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Bibliography: leaves 264-273.<br>iv, 273 leaves : charts ; 30 cm.<br>"This study is an oral history based on interviews with fifty men who left Prince Alfred College (PAC) between 1960-65. The aim was to define the codes of masculinity that were accepted and taught at the school and any other definitions of masculinity that were occurring simultaneously" -- abstract.<br>Thesis (Ph.D.) -- University of Adelaide, Dept. of Education, 2001
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Książki na temat "Boys Education Australia"

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Gilbert, Rob. Masculinity goes to school. London: Routledge, 1998.

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Goli, Rezai-Rashti, ed. Gender, race, and the politics of role modelling: The influence of male teachers. New York, NY: Routledge, 2011.

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Travis, Jack. The Best Days of My Life. Lothian Books, 2000.

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Jha, Jyotsna, and Fatimah Kelleher. Boys' Underachievement in Education: An Exploration in Selected Commonwealth Countries. Commonwealth of Learning (COL); Commonwealth Secretariat, 2006. http://dx.doi.org/10.56059/11599/168.

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Gender disparity in education has usually been experienced as disadvantaging girls. Although this continues to be the case in many places, the phenomenon of boys' underachievement - both in terms of participation and performance - has also become an issue in a number of countries. This book reviews the research on boys' underachievement and presents the arguments that have been put forward to understand its causes. The authors also present new studies from Australia, Jamaica, Lesotho and Samoa; and they use both the research and the evidence from the case studies to explore the causes and poli
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Gilbert, Rob, and Pam Gilbert. Masculinity Goes to School. Taylor & Francis Group, 2018.

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Martino, Wayne. Gender, Race, and the Politics of Role Modelling. Routledge, 2013.

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Martino, Wayne, and Goli Rezai-Rashti. Gender, Race, and the Politics of Role Modelling: The Influence of Male Teachers. Taylor & Francis Group, 2012.

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Martino, Wayne, and Goli Rezai-Rashti. Gender, Race, and the Politics of Role Modelling: The Influence of Male Teachers. Taylor & Francis Group, 2012.

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Martino, Wayne, and Goli Rezai-Rashti. Gender, Race, and the Politics of Role Modelling: The Influence of Male Teachers. Taylor & Francis Group, 2012.

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Martino, Wayne, and Goli Rezai-Rashti. Gender, Race, and the Politics of Role Modelling: The Influence of Male Teachers. Taylor & Francis Group, 2012.

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Części książek na temat "Boys Education Australia"

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Weaver-Hightower, Marcus B. "Masculinity “Down Under”: The Roots of Boys’ Education Policy in Australia." In The Politics of Policy in Boys’ Education, 29–57. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230616516_3.

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Weaver-Hightower, Marcus B. "Boys’ Education in the United States: What Australia’s Example Tells Us." In The Politics of Policy in Boys’ Education, 179–95. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230616516_7.

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Hartman, Deborah, and James Albright. "Conceptualising Strategies Open to Players Within the Field of Australian Boys’ Education." In Bourdieu’s Field Theory and the Social Sciences, 203–16. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5385-6_13.

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Pearce, Sharyn. "Molding the Man: Sex-Education Manuals for Australian Boys in the 1950s." In Sexual Pedagogies, 73–93. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9781403981035_5.

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"Gender Policies in Australia and the United Kingdom: The Construction of “New” Boys and Girls." In The Problem with Boys' Education, 58–77. Routledge, 2009. http://dx.doi.org/10.4324/9780203877715-7.

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Rochester, Ramonia R. "A Comparative Analysis of Single-Sex Education in the United Kingdom and Australia." In Handbook of Research on Education and Technology in a Changing Society, 1180–90. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch088.

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Single-gender education or Single-Sex Education (SSE) has reemerged in the educational reform discussion as experts seek to establish clearer pathways to literacy in the 21st century. SSE discusses how students learn best in a convergent global model of emergent literacy practices. Views of single-gender education in the UK and Australia differ with respect to motivational underpinnings and perceptions of the efficacy of SSE. Central to the SSE debate in both countries is the widening achievement gap between boys and girls, particularly in the Science, Technology, Engineering, and Mathematics (STEM) disciplines. Both countries are moving toward a parallel model of SSE, offering gender-differentiated instruction in single-gender classrooms within co-educational schools. The chapter compares SSE in the two countries with respect to gender perspectives in curriculum and pedagogy; cultural, religious, and socio-economic motivations in school orientations; and the perceived returns on education for students schooled in a single-sex environment.
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"Australian Boys at Risk? The New Vocational Agendas in Schooling." In Gender Issues in International Education, 89–108. Routledge, 2013. http://dx.doi.org/10.4324/9781315052304-11.

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"Cultural Perspectives on Work and Schoolwork in an Australian Inner-city Boys’ High School." In Education, Inequality And Social Identity, 135–64. Routledge, 2005. http://dx.doi.org/10.4324/9780203973875-12.

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O'Brien, Grace. "Disrupting the Status Quo: A Socially Just Education for Australia's First Nations Boys." In International Perspectives on Inclusive Education, 193–209. Emerald Publishing Limited, 2021. http://dx.doi.org/10.1108/s1479-363620210000016011.

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Graham, Linda J., Penny Van Bergen, and Naomi Sweller. "Caught between a rock and a hard place: disruptive boys' views on mainstream and special schools in New South Wales, Australia." In Alternative Educational Programmes, Schools and Social Justice, 35–54. Routledge, 2019. http://dx.doi.org/10.4324/9781351211888-4.

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Streszczenia konferencji na temat "Boys Education Australia"

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Maranelli, Francesco. "Engineering Melbourne’s “Great Structural- Functional Idea”: Aspects of the Victorian Post-war “Rapprôchement” between Architecture and Engineering." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3998puxe9.

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In 1963, Robin Boyd wrote about a post-war “rapprôchement” between the disciplines of structural engineering and architecture. Etymologically, the term suggests the movement of two entities that draw closer to each other, either in an unprecedented fashion or resuming a suspended interaction. World War II and the “anxieties and stimulations” of the post-war period, to use Boyd’s expression, accelerated the process of overcoming longstanding educational and professional disciplinary barriers. They were the driving forces behind what he denominated the “great structural-functional idea” of the 1
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