Relevant bibliographies by topics / Boys stories

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Boys stories'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Boys stories"

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Tutenges, Sébastien, and Sveinung Sandberg. "Bad boys telling sexist stories?" International Journal of Drug Policy 25, no. 3 (May 2014): 348–49. http://dx.doi.org/10.1016/j.drugpo.2014.03.013.

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Murugesu, Jason Arunn. "Both boys and girls tend to write stories about boys." New Scientist 251, no. 3347 (August 2021): 19. http://dx.doi.org/10.1016/s0262-4079(21)01409-3.

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A. Allan, Jonathan, and Cliff Leek. "Boys and Storytelling, Guest Editors’ Introduction." Boyhood Studies 15, no. 1-2 (December 1, 2022): 1–5. http://dx.doi.org/10.3167/bhs.2022.15010201.

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This special issue of Boyhood Studies takes two terms—boys and storytelling—and positions them alongside one another. In some ways, we take seriously Charles Dickens’s oft-quoted notion that “A boy’s story is the best that is ever told.” What does it mean to take the stories of boys and boys’ stories seriously? Are they really among the “best that [are] ever told”? In the space of education, and with declining literacy rates among boys, what does it mean to study storytelling? Or, what might it mean, to borrow a phrase from Carol Mavor (2008), to “read boyishly”? In this special issue, we hoped to bring together scholars working on the relationship between boys and storytelling, to consider the kinds of stories that boys are told, and to also consider the stories that they are not told. Our goal was to consider the importance of storytelling in boys’ lives as well as the importance of the storytelling of boys’ lives. That is, we were interested in boys as both real and embodied, as well as in the fictional boys that populate the literary universe. The issue presented here brings together a host of perspectives that all work to explore and expand the literary and cultural study of boys and storytelling.
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Libby, Marion N., and Elizabeth Aries. "Gender Differences in Preschool Children's Narrative Fantasy." Psychology of Women Quarterly 13, no. 3 (November 1989): 293–306. http://dx.doi.org/10.1111/j.1471-6402.1989.tb01003.x.

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In this study, 22 female and 20 male 3- to 5-year-old children were presented with six story starts and were asked to finish the stories. In their stories, girls introduced significantly more friendly figures who offered assistance; boys introduced significantly more aggressive behavior and attempts to master situations through the use of aggressive activity. Girls told significantly more stories about girls; boys tended to tell more stories about boys. A factor analysis of the coding categories is discussed. The analysis of the fantasy narratives showed boys to be more concerned with coping with aggressive drives and channeling them into attempts at mastery, and girls with caretaking and responding to the needs of others.
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Velasco, Mónica. "Language in Stories for Boys and Girls." Thinking: The Journal of Philosophy for Children 13, no. 2 (1997): 41–44. http://dx.doi.org/10.5840/thinking199713222.

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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 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.
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Budziszewska, Magdalena, and Karolina Hansen. "“Anger Detracts From Beauty”: Gender Differences in Adolescents’ Narratives About Anger." Journal of Adolescent Research 35, no. 5 (April 29, 2019): 635–64. http://dx.doi.org/10.1177/0743558419845870.

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In a mixed-design narrative study, we explore how adolescent boys and girls represent experiences of anger and how their narrations are linked to self-esteem and anxiety. Polish teens from three nonurban public schools ( N = 101, 55% female, Mage= 15.5) wrote narrative accounts of their typical anger experience. We use a thematic analysis framework to analyze the patterns in these narratives. Boys and girls told stories within school, family, and relationship contexts. However, boys provided more stories that focused on the theme of everyday incidental instances of anger, whereas girls provided more stories focused on the theme of negative inner experiences. In-depth analysis resulted in the emergence of two complex narrative patterns: Anger as Outburst and Anger as Burden. Anger as Outburst described heated anger related to difficulties in self-control and aggression and was more characteristic of boys. Anger as Burden contained stories of prolonged anger related to negative self-evaluation and was more characteristic of girls. Anger as Burden was also related to higher anxiety and lower self-esteem. We conclude that in the given cultural context, adolescents lack positive narratives to frame their anger adaptively.
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Freeland, Claire A. B., and Ellin Kofsky Scholnick. "The Role of Causality in Young Children's Memory for Stories." International Journal of Behavioral Development 10, no. 1 (March 1987): 71–88. http://dx.doi.org/10.1177/016502548701000105.

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This study investigates the conceptual development underlying story recall. Children's memory for stories was examined as a function of subjects' causal understanding and causal structure in stories. Kindergarteners (64 boys and 64 girls) who had scored either high or low on a causal reasoning pretest heard and recalled two stories representing one of four versions which varied in amount and locus of causality. The results supported a developmental view in which recall performance was a complex interaction between characteristics of the learner and characteristics of the story. Depending on the causal structure of the story, boys and girls high in causal reasoning responded differently in employing two alternative cognitive styles. Boys tended to elaborate more on unstructured material and girls tended to assimilate well-structured text more easily. In contrast, boys and girls low in causal reasoning did not respond differently from each other and were not influenced by the causal structure of the story.
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Widhe, Olle. "Som pojkar går och står." Tidskrift för litteraturvetenskap 43, no. 3-4 (January 1, 2013): 29–44. http://dx.doi.org/10.54797/tfl.v43i3-4.10822.

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Just as Boys Do. Reading, Masculinity, and Genre in Ossian Elgström’s Books for Boys This article seeks to introduce a significant but largely uncharted motif in relation to the understanding of stories for boys: the experience of reading literature within literature (Gelebte Literatur in der Literatur). While stories for boys often present the boy character as an astute and real-world man-in-embryo, who gravitates away from unnecessary reading, they also include the reading of adventure stories as an important boyhood experience. Addressing books written for boys by the Swedish author and illustrator Ossian Elgström (1883–1950), this article suggests that reading as a motif occupies a key function in connection to the imaging of masculinity. In part, the experience of reading about male adventure heroes – and the inclination to play the roles of these heroes – evokes hegemonic masculinity as a scheme, shaping how boy characters behave and interact. Moreover, the motif also establishes a meta-fictional layer in the text with an implicit appeal to masculine solidarity. Finally, this article explores how the relation between reading and play in Elgström’s books may be regarded as defining for the adventure-fiction genre as a whole.
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Lorch, Elizabeth Pugzles, Richard Milich, Rebecca Polley Sanchez, Paul van den Broek, Stacey Baer, Kim Hooks, Cynthia Hartung, and Richard Welsh. "Comprehension of televised stories in boys with attention deficit/hyperactivity disorder and nonreferred boys." Journal of Abnormal Psychology 109, no. 2 (May 2000): 321–30. http://dx.doi.org/10.1037/0021-843x.109.2.321.

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Dissertations / Theses on the topic "Boys stories"

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Mueller, Jonas. "The Boys' Republic." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5345.

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The young men in The Boys' Republic live in a world that is continually falling apart. Their houses collapse into sinkholes, forest fires carve out chunks of their towns, plague spreads through their communes, the money runs out on the construction project where they work. This decay mirrors their own collapsing identities, as they are forced to question their mastery of nature, their nostalgia for their youth, their relationships with others, and the value of masculinity itself. Drawing on the work of writers like Dennis Cooper, Flannery O'Connor, and Benjamin Percy, The Boys' Republic depicts men in the midst of both an economic and an emotional recession. Some, like Carson in Hotel or Zachary in Ignus Fatuus, are trapped in their decaying suburbs by youth, poverty, or habit. Others, like Jared in Corona Radiata or Nick in The Boy's Republic, have fled or been ejected from them. Either way, they are haunted by them, and by the selfish, insecure, destructive behavior that they learned there. The Boys' Republic is about boys confronting their own selfishness, and each other's, in a world that can no longer accommodate it but offers no easy replacement.
M.F.A.
Masters
English
Arts and Humanities
Creative Writing
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Cocks, Neil Hayward. "Reading repetition and difference in the school story and its criticism." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368663.

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Graham, Janet. "An exploration of African-Caribbean boys’ underachievement and their stories of schooling." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6260.

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This study investigates why African-Caribbean boys continue to underachieve in schools. It is based on an extensive study of one Inner London school and has also involved a thorough review of the existing literature about why this particular group of students do not fulfil their potential. The inspiration for this study has been the work of Bernard Coard (1971) who wrote influentially about how the first generation of West Indian children was branded as ‘Educationally Subnormal’ by the British school system. Over thirty years later, the failure of African-Caribbean boys continues to be an alarming phenomenon, despite years of multi-culturalism and education for ‘diversity’. One of the arguments of my study is that African-Caribbean boys can even become ‘hidden’ amongst much larger groups of students who have English as an Additional Language (EAL) and who as a result, often receive extensive additional support. British schools have changed since the time that Coard (1971) was writing, but as my study demonstrates African-Caribbean boys are still likely to be over represented in the various Behaviour or Learning Support Units. I have also discovered that, far fewer African-Caribbean boys in the school investigated are likely to go on to the sixth form in comparison to students from other backgrounds. Even though there have been many studies about race and education, far fewer researchers have tried to ‘hear it from the boys’. I have carried out extensive research at school level amongst the boys and their teachers. As well as conducting an Institutional Focus Study of the school in question. I have argued that, whilst other groups such as white working class boys have been hostile to school, on the contrary, most of the boys in my study wanted to learn or saw the importance of obtaining qualifications in order to improve their chances in life. African-Caribbean boys are not ‘their own worst enemies’, but the reasons for their underachievement are complex, being the result of a range of factors. As I am a practitioner, I have concluded my study with some practical proposals for change which I hope will make a difference to the lives of these boys.
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McGee, Chris Susina Jan. "The mysterious childhood from the Hardy boys to Harry Potter /." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128282.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed Oct. 15, 2004. Dissertation Committee: Jan Susina (chair), Christopher Breu, Sally E. Parry. Includes bibliographical references (leaves 176-181) and abstract. Also available in print.
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Arthur, Joe. "Hardly boys : an analysis of behaviors, social changes and class awareness hidden in the old text of the Hardy Boys Stories, 1927-1991 /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487693923199295.

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Keddie, Amanda, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "Little boys: the potency of peer culture in shaping masculinities." Deakin University. School of Education / School of Social & Cultural Studies, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041216.100720.

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This study explores the peer group understandings of five male friends between the ages of six and eight years and seeks to examine the ways in which the group’s social dynamics interact to define, regulate and maintain dominant and collective understandings of masculinities. Within a self-selected affinity context, and drawing on their lived and imagined experiences, the boys’ enact and interpret their social worlds. Adopting the principles of ethnography within a framework of feminist poststructuralism and drawing on theories of ‘groupness’ and gender(ed) embodiment, the boys’ understandings of masculinities are captured and interpreted. The key analytic foci are directed towards examining the role of power in the social production of collective schoolboy knowledges, and understanding the processes through which boys subjectify and are subjectified, through social but also bodily discourses. The boys’ constructions of peer group masculinities are (re)presented through a narrative methodology which foregrounds my interpretation of the group’s personal and social relevances and seeks to be inductive in ways that ‘bring to life’ the boys’ stories. The study illuminates the potency of peer culture in shaping and regulating the boys’ dominant understandings of masculinity. Within this culture strong essentialist and hierarchical values are imported to support a range of gender(ed) and sexual dualisms. Here patriarchal adult culture is regularly mimicked and distorted. Underpinned by constructions of ‘femininity’ as the negative ‘other’, dominant masculinities are embodied, cultivated and championed through physical dominance, physical risk, aggression and violence. Through feminist poststructural analysis which enables a theorising of the boys’ subjectivities as fluid, tenuous and often characterised by contradiction and resistance, there exists a potential for interrupting and re-working particular masculinities. Within this framework, more affirmative but equally legitimate understandings and embodiments can be explored. The study presents a warrant for working with early childhood affinity groups to disrupt and contest the dominance and hierarchy of peer culture in an effort to counter-act broader gendered and heterosexist global, state and institutional structures. Framing these assertions is an understanding of the peer context as not only self-limiting and productive of hierarchies, but enabling and generative of affirmative subjectivities.
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Kim, Ho-Kyung. "Happiest Days or Harshest Days? : A Comparison of British and Korean Boys School Stories Written in the Twentieth Century." Thesis, University of Newcastle Upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515037.

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Burt, Paul A. "An investigation into how boys from different faiths, between the ages of 8 and 16, understand miracle stories from different religions." Thesis, Bangor University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502743.

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Cheney, Jeffrey Ward. "Young children's stories of love, fear and violence at home a qualitative analysis of the narrative representations of maltreated preschool boys diagnosed with disruptive behavior, regulatory dysfunction, oppositional defiant, conduct and anxiety disorders /." [Ames, Iowa : Iowa State University], 2007.

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Truscello, Joseph Thomas. "The Fourth Boy." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/81303.

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Books on the topic "Boys stories"

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Stories for boys. Sywell, UK: Igloo Books, 2010.

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Joff, Brown, ed. Stories for boys. Sywell: Igloo Books, 2012.

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Stories for boys. Thaxted, Essex: Miles Kelly, 2010.

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Lange, Richard. Dead boys: Stories. Boston: Back Bay Books, 2008.

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Stories for boys. Sywell: Igloo, 2007.

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White boys: Stories. New York: Henry Holt, 1998.

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The Goldin boys: Stories. New York: Norton, 1991.

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City of boys: Stories. London: Phoenix, 1993.

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Disney Enterprises. Pixar Animation Studios. 365 stories for boys. Bath, Eng: Parragon, 2012.

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What boys like: Stories. Emeryville [Ont.]: Biblioasis, 2009.

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Book chapters on the topic "Boys stories"

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Bausch, Linda S. "The Stories We Tell." In Boys will be boys?, 43–59. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-539-7_4.

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Drummond, Murray. "The Stories of Boys’ Bodies, Sport, Health and Physical Activity." In Boys' Bodies, 35–46. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-59654-3_3.

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Smith, Mark. "The backgrounds of the St Roch's boys." In Boys' Stories of Their Time in a Residential School, 49–60. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429486166-5.

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Smith, Mark. "The role of the De La Salle Brothers in the approved and List D Schools." In Boys' Stories of Their Time in a Residential School, 24–35. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429486166-3.

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Smith, Mark. "A sense of care." In Boys' Stories of Their Time in a Residential School, 74–87. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429486166-7.

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Smith, Mark. "Education in its widest sense." In Boys' Stories of Their Time in a Residential School, 61–73. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429486166-6.

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Smith, Mark. "Introduction." In Boys' Stories of Their Time in a Residential School, 1–11. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429486166-1.

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Smith, Mark. "The List D Schools and St Roch's." In Boys' Stories of Their Time in a Residential School, 12–23. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429486166-2.

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Smith, Mark. "Making sense of the narrative gap." In Boys' Stories of Their Time in a Residential School, 133–48. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429486166-11.

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Smith, Mark. "Positioning myself in St Roch's." In Boys' Stories of Their Time in a Residential School, 36–48. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429486166-4.

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Conference papers on the topic "Boys stories"

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Vučković, Dijana Lj. "RECEPCIJA PRIČE SA ENORMATIVNOM RODNOM KARAKTERIZACIJOM LIKOVA OD STRANE UČENIKA PETOG RAZREDA." In KNjIŽEVNOST ZA DECU U NAUCI I NASTAVI. University of Kragujevac, Faculty of Education in Jagodina, 2022. http://dx.doi.org/10.46793/kdnn21.141v.

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The aim of this research was to examine fifth-grade students’ reactions to a fairy tale which contains a non-normative gender characterization, entitled Cinderella Liberator by Rebecca Solnit. The research is based on a whole series of similar qualitative research studies that have been conducted in different parts of the world since 1980s. The research was inspired by the feminist movement, especially Marcia Lieberman, who drew attention to classical fairy tales as a very important factor in preserving the normative gender key (Lieberman 1972). As a result, pure feminist fairy tales have been written, stories in which independent and stroThe researchers have used these stories to test whether children accept non-normative gender discourse. Their studies have shown that resistance to alternatives increases with children’s age, that boys are more conservative while girls are more open to new ideas. Furthermore, the studies have shown that even a non-sexist and non-normative school curriculum can not encourage children to use gender equality discourse. The deconstruction of classical stories was highlighted as a very important factor. In order to investigate how ten-year-olds in Montenegro react to an alternative story, we conducted a survey with a total of 52 students from two urban schools. The students’ task was to read the story at home, and they were given a printed illustrated version of the text along with research questions. Having read the story, the students participated in focus group discussions. They were divided into six focus groups: two focus groups were made of girls, two other were made of boys, and the remaining two groups were mixed. Focus group interviews took approximately one hour, and the main goal of the interview was to determine how students reacted to atypical gender roles in the fairy tale they had read. The results of the research were grouped into three themes: whether children preferred the classic story or the new one; children’s attitude towards the relationship of the protagonist and the antagonist in both stories; children’s attitude towards the ending of the story. More than half of the respondents (32 students) pointed out that they preferred the new version because it differed from classic fairy tales, had more events and it was more interesting. Twenty students (15 male and 5 female) remained absolutely committed to the classic version of the text. The relationship between the protagonist and the antagonists was correctly understood by the students – there are no negative characters in the new version and all the characters eventually become friends. Most of the students liked the end of the story, but some of them thought that the story should have had a typical fairy tale happy ending. It can be concluded that in order to provide gender equality discourse among students it is necessary: to include alternative stories in the curriculum, to apply methods based on literary reception theory and to continuously train teachers to deconstruct classical texts and encourage children to critically evaluate gender equality discourse.ng heroines occurred (Zipes 1986).
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Lima, Jorge Girão Limaverde, and Andressa Bezerra Ferreira. "Jogando para Aprender: Uma Pesquisa sobre a Influência do Jogo Black Stories nas Habilidades e Competências de Estudantes de Engenharia de Requisitos." In Anais Estendidos do Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/educomp_estendido.2021.14843.

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Esta pesquisa busca aplicar o jogo Black Stories com estudantes de Engenharia de Software, com o intuito de investigar se o mesmo contribui ou não para o desenvolvimento e aprimoramento de habilidades consideradas essenciais em bons analistas de requisitos.Link para o vídeo da apresentação: https://youtu.be/lL64QwZerqI
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Tosyalı, Hikmet. "Political Communication in the Digital Age: Algorithms and Bots." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.004.

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Technology is one factor that has formed the basis for change in the media throughout history. Analog data and information shared by verbal, visual or written methods are now stored, processed, reproduced and shared in digital format due to developments in information technologies. On the other hand, social media, which is an important part of the digital media system, has become an important medium for political communication studies due to its prevalence and big data. As political actors better understand the value of data sets of millions of users, their interest in social media has also increased. However, this growing interest has also brought concerns such as digital profiling, informatics surveillance, systematic disinformation, and privacy violations. It has long been discussed that the practices of governments and technology companies for creating a structure similar to the gatekeeping in traditional media by taking social media under control. In recent years, some of these discussions are (ro)bot accounts on social media because online social networks are no longer just connecting people. Machines talk and interact with people, and even machines do this with other machines. Automatic posts made by bot accounts through algorithms to imitate people’s behavior on social media are liked, reposted or commented on by people and other bots. Bots that make political shares are also used by political actors worldwide, especially during election periods. Politicians use political bots to appear more popular on social media, disrupt their rivals’ communication strategies, and manipulate public opinion. This study aimed to reveal the effects of bots on political communication. After explaining the concepts of propaganda, algorithm, bot and computational propaganda, how political bots could affect the public sphere and elections were discussed in the light of current political communication literature.
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Mohamed, Mohamed, Reza Tafreshi, and Zurwa Khan. "Model-Based Analysis of a Photovoltaic Array Powering a Flywheel Energy Storage System." In ASME 2019 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/dscc2019-9195.

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Abstract One of the current technologies widely used to extract the earth’s renewable energy is solar modules, which harness energy from the sun; however, their operating conditions and their energy storage capacities vary greatly under different weather conditions. The high-speed Flywheel Energy Storage System (FESS) presents a promising prospective solution for solar energy storage and utilization. Accurately modeling FESS can lead to its efficient design and control. In this paper, a fully integrated FESS, with comprehensive photovoltaic (PV) system, has been modeled to simulate the overall energy harvesting capabilities, power output, and efficiency. The solar module has been modeled using the one-diode solar cell model technique to predict the overall system efficiency and determine the most efficient time of day for switching between the FESS’s charging (morning time) and discharging mode (night time). To validate the developed model using experimental data, four 250 Wp Ankara Solar PV modules and a Balance of System (BOS) were installed. The solar irradiance, wind speed, cell temperature, solar module, FESS output voltage and current were logged during the system’s operation. The theoretical model predicted that the energy output for the test day was 4.80 kWh, while the experimental analysis showed that the solar modules produced 4.68 kWh, only 2.5% percentage difference. The theoretical and experimental power curves followed the same trends throughout the day, which assures that the model could accurately predict the daily energy output of the solar array. The efficiency of the solar module was determined to be 15.3%. The solar module simulation serves as a repeatable replication of the actual solar module source, which enables convenient, low-cost estimation of the solar module-FESS system under different environmental conditions. The developed solar module was integrated with a brushless DC motor and flywheel models to simulate the FESS response. Relative to the input solar energy input of 4.68 kWh, the daily energy stored in a flywheel was 3.51 kWh, giving the overall solar-module-FESS system an efficiency of 74.7%. After the experimental setup completion of FESS, the integrated solar module-FESS model will be tested for its overall power output and efficiency against the traditional solar module-battery-system.
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