Gotowe bibliografie tematyczne / Boys

Gotowa bibliografia na temat „Boys”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 29 lipca 2024

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Artykuły w czasopismach na temat "Boys"

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Kelly, Shirley, i Anthony Clare. "Must Boys Be Boys?" Books Ireland, nr 238 (2001): 67. http://dx.doi.org/10.2307/20632288.

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Tanenbaum, Leora, i Bernard Lefkowitz. "Boys Will Be Boys". Women's Review of Books 15, nr 1 (październik 1997): 1. http://dx.doi.org/10.2307/4022749.

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Lee, Katherine. "Boys Will Be Boys". Annals of Improbable Research 7, nr 6 (1.11.2001): 22. http://dx.doi.org/10.3142/107951401782293920.

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Lee, Katherine. "Boys Will Be Boys". Annals of Improbable Research 7, nr 5 (1.09.2001): 27. http://dx.doi.org/10.3142/107951401782383614.

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Lee, Katherine. "Boys Will Be Boys". Annals of Improbable Research 7, nr 4 (1.07.2001): 16. http://dx.doi.org/10.3142/107951401782383731.

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Lee, Katherine. "Boys Will Be Boys". Annals of Improbable Research 7, nr 2 (1.03.2001): 17. http://dx.doi.org/10.3142/107951401782599246.

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Lee, Katherine. "Boys Will Be Boys". Annals of Improbable Research 8, nr 6 (1.11.2002): 24. http://dx.doi.org/10.3142/107951402782019950.

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Lee, Katherine. "Boys Will Be Boys". Annals of Improbable Research 8, nr 3 (1.05.2002): 21. http://dx.doi.org/10.3142/107951402782293497.

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Lee, Katherine. "Boys Will Be Boys". Annals of Improbable Research 8, nr 1 (1.01.2002): 29–30. http://dx.doi.org/10.3142/107951402782293758.

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Lee, Katherine. "Boys Will Be Boys". Annals of Improbable Research 9, nr 3 (1.05.2003): 24. http://dx.doi.org/10.3142/107951403782200038.

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Rozprawy doktorskie na temat "Boys"

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Lo, Ping-hang. "Boy scout New Territories regional headquarters". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954994.

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Hartley, Bonny. "Why boys will be boys: stereotype threat and boys' academic underachievement". Thesis, University of Kent, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.592669.

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This thesis examines whether stereotype threat contributes to boys' relative academic underachievement, whereby negative expectations about gender and performance become self-fulfilling. I present five studies that determine the role that stereotype threat plays in boys' academic underachievement. I begin by exploring children's and adults' acquisition and awareness of a stereotype that boys are academically inferior to girls. I then determine whether this stereotype impairs boys' academic performance, and whether it is possible to counteract these effects. My first empirical chapter documents the existence of a stereotype which portrays boys as inferior students to girls. Study I (n = 238) examined the age at which primary school children acquire the stereotype that boys have poorer scbool conduct and achievement compared to girls, and perceive that adults also endorse this stereotype. Results showed that girls from age 4 and boys from age 7 believed, and thought adults believed, that boys are academically inferior to girls. Study 2 (n = 121) determined that one of the most relevant sections of the population for children - teachers - endorse similar stereotypes about young male academic inferiority, and perceive that children share this belief Study 3 (n = 123) established that this stereotype portraying males as inferior students is endorsed in the wider population outside the specific school context. More specifically, university students endorsed stereotypes which portray female university students as academically superior to male students, and meta-stereotypes that lecturers share this belief. Similarly, they stereotyped schoolgirls as academically superior to schoolboys, and believed that school children perceive girls as superior students. This study also explored how sexist ideologies may influence perceptions of male vs. female academic superiority. My second empirical chapter examines how these gendered academic stereotypes may affect primary school children's test performance. Study 4 (n = 162) tested whether boys are vulnerable to stereotype threat effects by examining whether a message distilling this cultural stereotype influences their performance. Informing children (aged 7-8 years) that boys tend to do worse than girls at school hindered boys' performance on reading, writing. and maths tests compared to a control group who did not receive this information. Girls' performance was unaffected. Study 5 examined whether it is possible to nullify stereotypes about male academic inferiority by informing children aged 6-9 (n~ 184) that boys and girls were expected to perform equally well. This improved the performance of boys and did not affect that of girls. Taken together, these studies document the important role that stereotype threat may play in boys' academic underachievement. The findings advance the educational literature regarding the causes of and solutions to boys' underachievement, and extend the social psychological literatures on gender stereotyping and stereotype threat to this new domain. The educational literature and policy regarding boys' academic underachievement has been dominated by ===assumptions that boys are different from girls in essentialist, often biological tenns, whereas I examine this issue from a social constructionist perspective. Since children are not born with academic gender stereotypes, they must be receiving social cues that girls are stronger academically and expected to do better than boys - cues that can be made salient or diffused. This thesis provides the first evidence as to when gender stereotypes about male academic inferiority develop in childhood, how they may threaten school perfonnance, and how they may be made the focus of remedial interventions.
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Bitter, James. "Boy Smarts: Mentoring Young Boys in School: A Review". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/6072.

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Honea, Benjamin D. "Comanche Boys". UKnowledge, 2016. http://uknowledge.uky.edu/english_etds/44.

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Comanche Boys is a novel that was written and revised during Benjamin Honea’s time at the University of Kentucky. The novel focuses on Brandon, who lives in rural southwest Oklahoma, and how the arrival of two people in his life, one old and one new, changes his future irrevocably. Taking place at the intersections of modern American and Native American life, the narrative explores history, culture, mythology, faith, despair, racism, poverty, vengeance, and justice. The struggles of the past and present, the lost and reclaimed, propel and pervade the lives of the characters.
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Reges, Marcelo. "Brazilian boys". Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87573.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas. Programa de Pós-Graduação em Antropologia Social
Made available in DSpace on 2012-10-21T22:16:33Z (GMT). No. of bitstreams: 1 200089.pdf: 1665538 bytes, checksum: 34fd772ae09ad26d0db956a3f3c81d30 (MD5)
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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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Minor, L. Alvis. "Wet, wet boys". Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2332.

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Stump, Brandon, i Brandon Stump. "The Palimpsest Boys". ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2434.

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Tumarirungu, Patricia, i Victor Jonasson. "Hegemonisk maskulinitet bland Boys : En tematisk studie kring hegemonisk maskulinitet i Boys". Thesis, Stockholms universitet, JMK, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125590.

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Genom denna studie har vi för avsikt att få en större förståelse kring gestaltningen av maskulinitet. Detta kommer vi att uppnå genom att analysera samtida medierepresentationer av män, i form av tv-serien Boys. Syftet med studien blir således att undersöka hur maskulinitet gestaltas i Boys. De teoretiska begrepp som kommer användas i studien är hegemonisk maskulinitet och homme-com, där vi med hjälp av en tematisk analys kommer studera fyra avsnitt från serien. Den tematiska analysens fria karaktär i det att den tillåter forskaren att använda olika teoretiska ramverk var en bidragande orsak till valet av metod. Analysen har varit driven av en induktiv karaktär då vi förvisso har med teman som kommer från våra frågeställningar men vi har även med andra teman som fått vår uppmärksamhet under analysens gång. I serien Boys uttrycks en intimitet och känslomässig relation mellan karaktärerna, där vi kan se en mansroll under förändring. Det är inte så enkelt som att säga att det finns en hegemonisk maskulinitet i tv-serien Boys. Det finns snarare flera olika nyanser av maskulinitet representerade i serien. Vissa av dem uppmuntrar utåt sett jämställdhet, men reproducerar emellertid ändå patriarkala ideologier, om än omedvetet. Detta trots deras intention att motarbeta dessa krafter. Därför landar en av de viktigaste slutsatserna kring serien i att hegemonisk maskulinitet är ett mer komplext begrepp än vad som tidigare diskuterats. Det finns därför ett behov av att forska vidare kring ämnet för att kunna slå fast exempelvis vad som egentligen utgör en hegemonisk maskulinitet.
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Carmickle, Justin. "Beautiful Boys: A Novel". VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3800.

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A contemporary novel spanning thirteen years in the lives of an Indiana family. A boy enters abusive relationships with men in the belief he does not deserve love, a woman abandons her only son because of her alcoholism, a gay father learns to navigate the line between his personal life and that of being a parent. A story in which a family learns to grow, to mature, to forgive their past mistakes and exorcise the demons that haunt them.
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Książki na temat "Boys"

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Barry, Sebastian. Boss Grady's boys. Dublin: Raven Arts Press, 1989.

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Sorman, Joy. Boys, boys, boys. [Paris, France]: Gallimard, 2005.

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Krulik, Nancy E. Boys! Boys! Boys! New York: Hyperion Paperbacks, 2000.

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Barry, Sébastian. Les FISTONS - Boss Grady's Boys. Paris: Editions L'Harmattan, 2006.

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Bausch, Linda S. Boys will be boys? Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-539-7.

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Pearlman, Jeff. Boys Will Be Boys. New York: HarperCollins, 2008.

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Walsh, Brian R. Boys should be boys. Conway, NH: TMC Books, 2008.

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Meeker, Margaret J. Boys should be boys. Washington, DC: Regnery Pub., 2008.

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Fridays, Fish on. Boys. [Toronto, Ont.]: the artist, 2002.

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Bockus, H. William. Boys. Altadena, CA: Print Place, 1995.

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Części książek na temat "Boys"

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Halberstam, Judith. "Boys will be … Bois?" W Intersections Between Feminist and Queer Theory, 97–115. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230625266_6.

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Grimmer, Tamsin. "“Boys will be boys!”". W Calling All Superheroes, 54–70. Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315150543-4.

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Butler, Andrew M. "Strange boys, queer boys". W Gender and Sexuality in Contemporary Popular Fantasy, 53–67. Farnham, Surrey, UK; Burlington, VT : Ashgate, [2016] |: Routledge, 2016. http://dx.doi.org/10.4324/9781315583938-5.

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Teo, Terri-Anne. "Black Boys, Black Boys". W Civic Multiculturalism in Singapore, 209–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13459-4_6.

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Spencer, Eleanor. "Lost Boys, Found Boys". W Family in Children’s and Young Adult Literature, 197–211. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003269663-20.

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Bausch, Linda S. "What Counts as Literacy?" W Boys will be boys?, 1–10. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-539-7_1.

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Bausch, Linda S. "“Doing School”". W Boys will be boys?, 11–25. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-539-7_2.

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Bausch, Linda S. "Exploring the Boys’ Literacy Land". W Boys will be boys?, 27–42. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-539-7_3.

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Bausch, Linda S. "The Stories We Tell". W 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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Bausch, Linda S. "The Artic Animals Meet the Zombie Zone". W Boys will be boys?, 61–71. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-539-7_5.

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Streszczenia konferencji na temat "Boys"

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Searle, Kristin A., i Yasmin B. Kafai. "Boys' Needlework". W ICER '15: International Computing Education Research Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2787622.2787724.

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Unknown. "Bad Boys II". W ACM SIGGRAPH 2004 Computer animation festival. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1186015.1186023.

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Desmet, Ophélie. "Boys Will Be Boys: Gifted Students' Perceptions of Their Underachievement". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680735.

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""WILL BOYS BE BOYS? ATTITUDES TOWARDS MASCULINITY AND EFFEMINACY IN MEN"". W International Psychological Applications Conference and Trends. inScience Press, 2023. http://dx.doi.org/10.36315/2023inpact047.

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Radford, Will, i Matthias Gallé. ""Roles for the Boys?"". W WWW '15: 24th International World Wide Web Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2740908.2743056.

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Joseph, Kenneth, Wei Wei i Kathleen M. Carley. "Girls Rule, Boys Drool". W CSCW '17: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/2998181.2998187.

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Traykova, Tsveta. "STUDY OF THE RELATIONSHIP BETWEEN THE MOTOR ABILITIES OF PRESCHOOL BOYS". W INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/118.

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ABSTRACT The study of the interrelationship and interdependencies between the children motor abilities is of particular importance for the selection and application of an effective methodology for their development and improvement. The purpose of the study was to establish the dynamics of the degree and character of the relationship between the motor abilities of preschool boys as a result of the application of an experimental physical culture educational program. Methods of study: theoretical analysis, pedagogical experiment, pedagogical testing, statistical methods. A total of 62 boys from the 3rd and 4th age groups participated in the experiment. They were tested twice with 11 motor tests. Results: Most of the recorded correlations between the motor abilities of boys in the 3rd age group were low and statistically insignificant. In the initial study 8 significant moderate correlations were found between them and in the second one only 1, as well as 3 significant correlations. In the 4th age group more statistically reliable relationships between the motor abilities in both studies were registered - 15 moderate and 7 significant correlations at the beginning of the experiment and at the end, respectively, their number was 21 and 7. From the correlation analysis we can make the following conclusion: at the beginning of the experiment in both age groups of boys dominated moderate and statistically reliable correlations between motor abilities, while at the end the number of statistically significant relationships in the 3rd boy group IS decreased (4 in total) while in the group of the bigger boys an increase of the significant correlations was registered (28 in total). So as age increases and a purposeful physical activity program is implemented a positive transfer between the motor abilities of preschool boys is observed.
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Chirlesan, Georgeta. "MAKING TEENAGER BOYS’ READING SUCCESSFUL". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2069.

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Susanti, Susi, i Zulmi Ramdani. "Are Boys More Verbally Creative?" W Interdisciplinary Conference of Psychology, Health, and Social Science (ICPHS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220203.002.

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Mather, Nazarana. "BRINGING THE BOYS BACK ON BOARD: AN EXPLORATION OF PRIMARY SCHOOL BOYS’ PERCEPTIONS OF THE WRITING PROCESS". W Paris International Conference on Teaching, Education & Learning, 10-11 January 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.0708.

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In the past, boys have performed better than girls academically, however, recent research conducted internationally indicates that girls are achieving better results than boys (1). A reason for this improvement could be the role that language plays in all learning areas and, according to scientific research girls outperform boys in language acquisition because the language area of the brain in girls develops before the areas used for spatial relations, whereas the opposite is true for boys (2). The link between all learning is language. To succeed in any learning, learners must have the ability to communicate effectively in the language of learning and teaching. A study conducted in Minnesota confirms this as it was found that students who performed better in language also achieved better results in other learning areas (3). Francis and Skelton (4) state that there is a significant gap which favours girls in language and learning internationally. Epstein, Elwood, Hey and Maw (5) contend that girls’ most marked area of success at school has been in languages. An area in research that remains relatively unchartered is boys’ experiences in the writing classroom, which could contribute to our understanding of the underachieving boys’ phenomenon. This study sought to explore how middle school boys perceive their experiences in the writing classroom, the writing curriculum and their teachers’ teaching approaches. For this exploratory case study, boys from 2 schools participated in this study. They completed an activity-based questionnaire, writing lessons were observed and a sample of their writing with their teachers’ feedback was analysed using document analysis. Lesson recordings were transcribed, and the transcriptions were analysed with the observation schedule using thematic analysis, as were the boys’ responses to the questionnaire. It was found that the participating boys did not view language learning negatively, and whilst some of them struggled in the writing classroom, they did not view writing negatively either. It was concluded that teachers should cater for boys’ different learning needs and styles when planning their lessons. Some ideas for doing this could be providing choice in topics, making their lessons more engaging and exciting for the boys by including competitions and movement, and selecting themes and topics that the boys in their classrooms find interesting and relevant.
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Raporty organizacyjne na temat "Boys"

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Cools, Angela, Raquel Fernández i Eleonora Patacchini. Girls, Boys, and High Achievers. Cambridge, MA: National Bureau of Economic Research, kwiecień 2019. http://dx.doi.org/10.3386/w25763.

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Girma, Woldemariam, Diane Rubino, Annabel Erulkar, Worku Ambelu i Ayenechew Kerie. Addis Birhan Wendoch ('New Light Boys'): Working with boys and young men to create healthier futures. Population Council, 2012. http://dx.doi.org/10.31899/pgy3.1014.

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Figlio, David. Boys Named Sue: Disruptive Children and their Peers. Cambridge, MA: National Bureau of Economic Research, kwiecień 2005. http://dx.doi.org/10.3386/w11277.

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Flood, Michael. What’s needed to educate boys about gender violence. Redaktor Chris Bartlett. Monash University, listopad 2023. http://dx.doi.org/10.54377/a40b-ea64.

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Cavill, Sue, Joanna Mott, Paul Tyndale-Biscoe, Matthew Bond, Chelsea Huggett i Elizabeth Wamera. Engaging Men and Boys in Sanitation and Hygiene Programmes. Institute of Development Studies (IDS), sierpień 2018. http://dx.doi.org/10.19088/slh.2020.002.

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This issue of Frontiers of CLTS shares and builds on the learning from a desk study that explores examples of men’s and boys’ behaviours and gender roles in sanitation and hygiene (S&H). Of particular interest is the extent to which the engagement of men and boys in S&H processes is leading to sustainable and transformative change in households and communities and reducing gendered inequality. The review focuses on men and boys: how to engage them (or not), how to mobilise them as allies in the transformation of S&H outcomes and the problems they contribute to and experience.
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Cullen, Zoë, i Ricardo Perez-Truglia. The Old Boys' Club: Schmoozing and the Gender Gap. Cambridge, MA: National Bureau of Economic Research, grudzień 2019. http://dx.doi.org/10.3386/w26530.

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Fortin, Nicole, Philip Oreopoulos i Shelley Phipps. Leaving Boys Behind: Gender Disparities in High Academic Achievement. Cambridge, MA: National Bureau of Economic Research, sierpień 2013. http://dx.doi.org/10.3386/w19331.

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Shah, Seema Shah, i Grace Sato Sato. Quantifying Hope: Philanthropic Support for Black Men and Boys. New York, NY United States: Foundation Center, kwiecień 2015. http://dx.doi.org/10.15868/socialsector.21359.

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Zoido, Pablo, Alison Elías, María Soledad Bos i Emiliana Vegas. Latin America and the Caribbean in PISA 2015: How Do Boys and Girls Perform? Inter-American Development Bank, grudzień 2016. http://dx.doi.org/10.18235/0006346.

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Fonseca, Jodie, Laiba Bahrawar, Margaret M. Dubeck, Yasmin Sitabkhan, Christopher Cummiskey i Devanshi Unadkat. Girls Have Academic Advantages and So Do Boys: A Multicountry Analysis of Gender Differences in Early Grade Reading and Mathematics Outcomes. RTI Press, kwiecień 2023. http://dx.doi.org/10.3768/rtipress.2023.rr.0049.2305.

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This paper contains a new analysis of gender differences in early grade reading and mathematics outcomes in 19 USAID-funded studies over the past decade from 14 locations in Africa, Asia, Latin America, and the Middle East. The paper addresses gaps in the literature related to learning patterns for girls and boys in lower- and middle-income countries and in early primary school. We analyzed the results from reading and mathematics assessments in grades 2 and 3, including differences in oral reading fluency (ORF) and quantitative comparison scores between boys and girls, as well as differences in score distributions by gender. In line with results from assessments in upper grades and in wealthier countries, we found that girls consistently outperformed boys in reading. In mathematics, boys slightly outperformed girls, although the differences were typically not large. Global experience has shown that patterns in poor performance become more entrenched the further learners progress through the grades, suggesting that early interventions for boys in reading and girls in mathematics could have long-term benefits. At the same time, both girls and boys typically score below expectations in the two subjects across countries, necessitating targeted strategies to improve outcomes for both genders early in their educational trajectories.
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