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Relevant bibliographies by topics / Boys Education Australia

Academic literature on the topic 'Boys Education Australia'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Journal articles on the topic "Boys Education Australia":

1

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’ education.

2

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 within the context of broader gender equity discourses in Australia. Against a backdrop that attempts to articulate the primary concerns of two secondary teachers in relation to effectively teaching boys, the stories explore implications for gender justice that can be associated with, on the one hand, an affirmative approach, and on the other, a transformative approach to issues of boys and schooling.

3

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’ mathematics achievement, occupational expectations and self-assessed mathematical competence are crucial in explaining why boys are considerably more likely than girls to enrol in advanced mathematics subjects. The gender gap would decrease greatly if girls were as likely as boys to perform well in mathematics, to aspire to mathematically intensive careers and to have more confidence in their mathematical abilities when they were 15 years old.

4

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 of two young boys in the African community in Darwin 2016 and another girl in 2019 in Kathrine. The study comprises of African parents who migrated to NT in Australia from different demographics in Africa. This study used a questionnaire and semi-structured interviews to investigate African parents’ perception of their child’s post-secondary school aspiration. The outcome of this investigation revealed a lack of understanding of the NT Australian school systems and reporting strand on their children performance and the different pathways through which their children can access higher education in Australia. This study provided four recommendations to help African parents understand the NT Australian government policies and programs on education.

5

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 including newspaper reports, memoirs, and the report of an inquiry into an escape by inmates in 1961. These are analysed in order to construct a picture of the type of reformatory education during this period and the public and official responses to this. Findings Westbrook Farm Home for Boys was, during this period, an institution attempting to provide a reformatory education at a historical moment when such an education was no longer viewed as appropriate means of addressing the criminal behaviour of youths. This, combined with the leadership of a domineering figure in Superintendent Roy Golledge, led to a culture of abuse, rather than education. The uncovering of this culture was a pivotal moment in the transition of Westbrook into an institution explicitly dealing with criminal youths. Originality/value No academic work relating to this moment in Westbrook’s history has been previously published.

6

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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7

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 years compared to boys and girls from disadvantaged families who did not attend playgroup. For social and emotional functioning, girls from disadvantaged families who attended playgroup at ages birth–one year and two–three years scored nearly five per cent higher than those who did not attend. Demographic characteristics also showed that disadvantaged families were the families least likely to access these services. Despite data limitations, this study provides evidence that continued participation in playgroups is associated with better outcomes for children from disadvantaged families.

9

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 involved in little environmental action-taking outside of household activities. Differences are reported between: students from Melbourne and Brisbane; girls and boys; high performing and general schools; and teachers and students. The paper concludes with a discussion of some implications for environmental education in Australia.

10

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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Dissertations / Theses on the topic "Boys Education Australia":

1

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 hands of one teacher and the same class in the hands of another. Attention levels are measured at various times during writing lessons in the three classes and the approaches taken by the three teachers in the delivery of writing lessons are closely monitored. The performance of a particular boy in these classes is also studied in the hope that a useful comparison might be made between his results and those of the classes generally. The study concludes that higher levels of attentiveness will not necessarily flow from the introduction of an all-boys' class and that teaching methods are of greater importance in this regard. However, the study does indicate that all-boys' classes are potentially advantageous in creating an environment where boys feel more assured and contented and that a possible consequence of this is a willingness on the part of boys to participate more fully in lessons. The study also highlights that any potential for greater attentiveness of boys during writing lessons is unlikely to be realized if the teacher maintains a negative view about boys' capacity to learn and achieve. Finally the study observes there is great individual difference in attentiveness of individual boys, even when there is an overall pattern of higher or lower attentiveness.

2

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.

3

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 will statistically state whether the combination of TECH-TOOLS and Traditional Visual Arts Media (TRAD-MEDIA) enhance the expressive outcomes of Year Seven boys' artwork. The comparative case study method has been chosen as the most suitable method to enable the Researcher to establish the impact that combining TECH-TOOLS with TRAD-MEDIA have upon Year Seven boys' artwork. The Control group only used TRAD-MEDIA and the Experimental group used both TRAD-MEDIA and TECH-TOOLS to create a piece of artwork based on the chosen theme, Character Cars. There were 23 students in the Control group and 24 students in the Experimental group, however not all students attempted or completed the task for reasons which will be explained in Chapter Four. Each group was involved in three sequenced activities based on the chosen theme, with the second activity varying only according to the media used to complete the task. Combinations of quantitative and qualitative methods have been used in this research. To present quantitative data which provides insights into whether Visual Arts (VA) teachers should be combining TECH-TOOLS with TRAD-MEDIA in their Visual Arts Programs (VAP), each piece of artwork was assessed and analysed using descriptive analysis of the data. Each participant completed a written feedback form outlining their attitudes, feelings and thoughts about their artwork and the media that they used. The Researcher and an independent Visual Arts Education (V AE) expert also took anecdotal records during the VA activities with the aim of recording the participants' involvement and enjoyment of the activities. This study is significantly different from the current research in this area u!; it will: provide quantitative data which will demonstrate Whether the combination of TECH-TOOLS and TRAD-MEDlA enhances students' artwork; link the relevant literature and findings of this study to the Western Australian primary school context; provide links to the Western Australian Curriculum Council's Curriculum Framework; and comment on the influence of gender in VAE. All of these factors contribute to the uniqueness of this study.

4

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 years in London, when she dealt with a complex family break up. She combines studio practise, personal text and computer graphics to reconstruct childhood experiences by confronting her parent's marriage break down. This selfanalytical approach provides the underlying function for the exhibition. The work examines a personal context for an application into teaching. Through self-discovery and reconstruction, she develops the basis for a teaching tool for middle year male students to gain confidence in expressing complex emotional issues.

5

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 other western cultures, while providing some basis, cannot be directly applied to this setting. Furthermore, existing studies have not brought about significant change in the gender order in music education. This project seeks to address these shortcomings. Masculinity in Australia is examined, with particular emphasis on the effects of hegemonic masculinity on those who do not fit this stereotype. Issues of bullying, depression and suicide are addressed. Empirical and sociological studies are re-examined in the light of more recent thought on the subject, particularly with regard to the possible causes of non-participation in singing and playing of certain instruments. The extent to which stereotyping of musical activities exists in Australian schools is reviewed through a series of studies of participation and literature. A number of subjects are interviewed to discover some of the reasons behind the choice of particular instruments. The thesis concludes with some perspectives arising from recent case studies of schools that have, to some extent, overcome some of the gender issues raised in earlier discussion. Constructs of masculinity and femininity effect musical participation in Australian schools and the extent of this effect is examined in this thesis.

6

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 relationship between self-esteem, attitude, perception, motivation and literacy needs to be explored, especially when dealing with students with literacy difficulties. This study examines the perceptions of lower secondary school students who had been placed in a remedial English program. It examined not only their perceptions of the program, but also their self-concept as readers, the value they place on reading and their motivation to read. The research differs from much of the earlier research by focusing on student perceptions, attitudes, expectations and recommendations rather than on teacher evaluation• or the effectiveness of remedial programs. The case study research was conducted on 24 boys from Years Eight to Ten in an Australian Catholic secondary school. The boys had been the placed in a 'Focus English Program' designed to improve the literacy competencies of students who had difficulties with reading and writing. The case study grew out of the researcher’s concern over the negative effect that placement in the program was having on students in terms of self-esteem, attitude, motivation and achievement. The negative effect on student achievement was noticeable particular for those who had been in the program for .an extended period of time. A comparison was needed of the perceptions and attitudes of Year Ten boys, who had been in the program for more than two years, with the perceptions of Year Eight and Year Nine students, who had been in the program for less than two years and who bad also taken part in a Self-Esteem Development Program. The research involved two phases. In the first phase of the study two surveys were administered and in the second phase a focus group interview was conducted. The first survey was the Motivation to Read Profile (Gambrell, et al, 1996) which yielded scores on two measures: Value of Reading and Self-Concept as a Reader. The second was a researcher-designed Perceptions Survey in which participants were asked to express their views about the Focus English Program. This survey examined student attitudes towards reading benefits and disadvantages of the Focus English Program, peer influences and recommendations for change. The second phase of the study involved the random selections of two students from each of the year groups participating in the study. These students then took part in a focus group which discussed the advantages and disadvantages of the Focus English Program, academic achievement parental attitudes and the issues students faced as a result of placement in the program. Results indicated that participants had strong opinions regarding the Focus English Program. All participants identified a number of advantages and disadvantages and aspects they believed were in need of change. The responses indicated that the Year Ten students were negatively affected by the program as they provided a number of strongly negative opinions, while the Year Eight and Nine students provided more balanced perspectives and identified a number benefits and disadvantages. Overall, the findings revealed the Year Ten group was extremely negative in terms of perceptions of themselves as learners and of the Focus English Program. Conversely, the Year Eight and Nine students were more positive and displayed a greater awareness of their difficulties and reasons for their placement in the Focus English Program. The findings suggest the Self-Esteem Development Program played a positive role in the achievement and attitude of students; and that students may become more negative if kept in a remedial program for a number of years. The findings also highlighted a need to re-examine curriculum and in particular the type of curriculum presented to remedial students. Participants indicated the need for more visual elements to be integrated into the curriculum as well as more choice in the types of materials assigned. The study highlights the importance of student perceptions and the influential role self-esteem, attitude and motivation play in learning. It argues that the Self-Esteem Development Program should be continued. It suggests that it would be improved by the introduction of a more consistent behaviour management program and that motivation would be improved by the provision of more computers for student use, more reading materials based on students’ interests, increased use of films and videos in the classroom, and more class excursions. It also recommends more targeted in-service programs for teachers dealing with Focus classes.

7

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)
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 first was the nature of the field structures, as players in each layer of the field were unable to understand or accommodate the logic and purpose of other layers and players operated from positions of incumbent or challenger, thereby leading to fractures in the purpose of the field. The second major factor in the field’s vulnerability to incursion was logical inconsistencies in the dominant discourses of the doxa of the field. The conclusions reached in the thesis indicate that, although there has been little sustained activity in boys’ or girls’ education since 2007, gender considerations continue to be important in education. Although positioning any group as disadvantaged is dangerous, the field of equity in education could be reinvigorated by renewed focus on the complexities and intersections of differences and identities and a reconsideration of the concept of the disadvantaged subject. A policy, research and practice agenda with a focus on the inter-connection of positive aspects of identities as well as a critical examination of where these interconnections lead to disadvantage would be useful. Envisaging and focusing on these intersections as similar to a magnetic force field of factors rather than as dichotomies or static jigsaws could reinvigorate the field and allow for international cooperation and collaborations to investigate how issues arise, how discourses about them get transferred and how global movements for change occur. This conceptualisation could have application to many fields.

8

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.
iv, 273 leaves : charts ; 30 cm.
"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.
Thesis (Ph.D.) -- University of Adelaide, Dept. of Education, 2001

Books on the topic "Boys Education Australia":

1

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

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Martino, Wayne. 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 policy implications of this trend - the first time a truly cross-regional approach has been applied to the issue. Dr. Tony Sewell conducted the studies in the selected Commonwealth countries. This research was part of the 15th triennial Conference of Commonwealth Education Ministers (15CCEM, 2003) agenda and reports to 16CCEM (2006) on how open and distance learning methodologies can alleviate the problem of boys' education in circumstances where under-achievement is evident. This book will interest all education policy makers and analysts concerned to ensure gender equality in school education.

5

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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Book chapters on the topic "Boys Education Australia":

1

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.

7

"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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Conference papers on the topic "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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Abstract:

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 1950s. Architecture schools embraced modernist/functionalist ideals, producing graduates with considerable technical knowledge - true “romantic engineers.” The global post-war fascination with unconventional structures played its part. Occasionally, Antoine Picon argues, architecture’s “symbolic and aesthetic discourses” walk a “strictly technical path.” Under the banner of Le Corbusier’s Esthétique de l’Ingénieur, architecture and engineering converged. New technologies made collaborations with engineers habitual. According to Andrew Saint, however, partnerships were rarely affairs of equals since “architectural jobs came to architects first.” The diversification and growing number of engineers also transformed them into a labour force, Picon suggests, affecting their prestige and, possibly, their historiographical fortune. Scholarship on post-war Melbourne architecture has generally privileged the architect as the protagonist in the creation of innovative structures, only occasionally acknowledging consultants. This does not reflect the concerted nature of design commissions and frequent evanescence of disciplinary boundaries. This paper aims to highlight the major playing grounds for this alignment within design professions. It also hints at the complex relationship between the contributions of Victorian engineers and their recognition by post-war newspapers and architectural journals, opening the analysis of Melbourne’s post-war architecture to the discourse of professional representation and arguing the importance of “unbiased” histories of the built environment.