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1
Gerdin, Göran. "Boys and Physical Education - A Study of Boys’ Experiences of Single-Sex and Co-Educational Physical Education". Thesis, Växjö universitet, Institutionen för pedagogik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45606.
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The role of schools as agencies in the social construction of gender has been well researched and efforts to design the most appropriate learning environment often lead to discussions of single-sex versus co-educational schooling. Physical education is a subject where content and grouping arrangements can contribute to stereotypical expectations and assumptions about gender appropriate role-play. Typically, when gender is raised as an issue in physical education, attention is often directed towards the problems encountered by the girls and their evident alienation and lack of participation in physical education classrooms. To date, few studies have focused on boys’ experiences and whether their needs are met in the various forms of physical education. The aim of this study was to investigate boys participation in and experiences of physical education in single-sex and co-educational classes in order to examine how this is affected by the two different groupings of genders and whether any discrepancies in participation and experiences could be identified within groups of boys. The results show that in both physical education settings there exists a group of boys who are not enjoying their physical education since it is too closely associated with the dominant definitions of masculinity. These boys clearly express their dissatisfaction with what activities they get to do and how they often turn into being overly aggressive and competitive. It was also identified that this group of boys was somewhat greater in the single-sex compared to the co-educational format. The results of this study therefore demonstrate that there is a great need to start recognising the different needs amongst boys (and girls) and that the image of boys and girls as two homogeneous groups aligned with stereotypical perceptions of activities and behaviours of which they are capable and in which they should be engaging, needs to be challenged
2
Roemmele, David. "Peach fuzz: boys, masculinity and education". Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114423.
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Recent educational assessment findings demonstrate that educational concerns about boys are relevant and timely. Males are dropping out of school at higher rates, achieving lower grades, and appear to be losing historical advantages in math and science relative to females. These statistics have led to some fervent assertions being made regarding boys, masculinity, and education. Those assertions are tempered by developing a dialogue between social constructionist perspectives of masculinity, so-called biological determinist perspectives, and evolutionary psychology findings. First, a review of the historical generation of the debate about boys' education is conducted in order to understand both the technical terminology that has evolved to discuss boys and masculinity as well as the theoretical pitfalls in the turn to address boys' educational concerns. Next, a critical comparison of current perspectives is taken up in order to move towards developing a Social Constructionist Plus (SC+) theory of masculinity that is primarily social constructionist in emphasis but also accounts for sex difference trends demonstrated by evolutionary psychology research. Then, from this new theoretical perspective, relevant considerations in the debate about boys' education are re-evaluated, including males' educational (under)performance, the desire for more male teachers in schools, and males' violence. There are subtle but important shifts in perspective suggested for future research and theorizing. Lastly, the importance of a SC+ perspective is discussed relative to the future of boys' educational discussions and equality more generally, providing significant avenues for further research and analysis.Les conclusions d'évaluation scolaire récentes démontrent que les préoccupations pédagogiques regardant les garçons sont pertinents et à propos. Les garçons lâchent l'école à des taux plus élevés, atteignent des notes inférieures, et ils semblent perdre leur avantage historique en science et en math relatif aux femmes, ce qui à créé des affirmations ardentes en ce qui concerne les garçons, la masculinité et la scolarité. Cette dissertation tente de tempérer ces affirmations en développant un dialogue entre la perspective de la masculinité d'après les conceptions sociales, la perspective déterministe biologique et les conclusions de la psychologie évolutionniste. La dissertation commence en examinant la genèse historique du débat concernant l'éducation des garçons en vue de comprendre la terminologie technique qui s'est manifestée pour discuter des garçons et la masculinité et les pièges théoriques qui se présentent en adressant les préoccupations scolaires des garçons. Ensuite, une comparaison critique des perspectives courantes est entamée dans le but de progresser envers le développement d'un model de Conception Social plus (SC+) de la masculinité qui est principalement un model de conception social mais qui prend en compte les tendances des différences de sexe tel que démontré par la recherche en psychologie évolutionniste. De cette nouvelle perspective théorique, les considérations pertinentes dans le débat sur l'éducation des garçons sont réévaluées, y compris la (sous)performance des garçons, le désir de voir davantage d'enseignants masculins dans les écoles et la violence des hommes, incluant des changements subtils mais importants dans la perspective suggérée pour de futures recherches et analyses.
3
Toussaint, Julian. "Time for the boys? : gender equity policy, masculinities and the education of boys". Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16012/1/Julian_Toussaint_Thesis.pdf.
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Since the early 1990s, there has been an increasing focus on the education of boys in the media, impacting more recently on education policy processes. Some previous research has documented the background to this focus, including the impact on earlier policies and programs addressing the education of girls. However, the ways in which discourses about masculinity have informed gender equity policies in education have not been analysed at a fine-grained level. This study identifies the major perspectives involved in debates about the education of boys, and the various discourses informing them 1) advocates for boys' perspectives informed by discourses including biological essentialism and anti-feminism; 2) feminist and profeminist perspectives and discourses; and 3) social psychological perspectives and discourses. A theoretical framework for understanding discourse and policy, as well as gender and masculinities is developed, drawing on critical discourse theory and theories about gender relations. Using critical discourse analysis, drawing on the work of Fairclough, I analyse the discourses about masculinity informing two recent policy documents: Gender Equity: A Framework for Australian Schools and Education Queensland's Boys Education Strategy. The study found that the Gender Equity Framework was primarily informed by (pro)feminist discourses, although advocates for boys discourses informed the Framework in significant ways as well. The Boys Education Strategy, while primarily framed by advocates for boys' discourses, was largely informed by (pro)feminist discourses at the micro level. In both cases, discourses marginalised in the broader culture and in the debates generally, such as those associated with marginal sexualities or minority cultural groups, were found to be marginal. These findings have implications for policy and policy processes, gender equity policy and for teacher education. In particular there is a need for further research on the role of the media in policy processes as well as work on developing teacher understanding of and responses to policy processes and the construction of gender and masculinities.
4
Toussaint, Julian. "Time for the boys? Gender equity policy, masculinities and the education of boys". Queensland University of Technology, 2005. http://eprints.qut.edu.au/16012/.
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Since the early 1990s, there has been an increasing focus on the education of boys in the media, impacting more recently on education policy processes. Some previous research has documented the background to this focus, including the impact on earlier policies and programs addressing the education of girls. However, the ways in which discourses about masculinity have informed gender equity policies in education have not been analysed at a fine-grained level. This study identifies the major perspectives involved in debates about the education of boys, and the various discourses informing them 1) advocates for boys' perspectives informed by discourses including biological essentialism and anti-feminism; 2) feminist and profeminist perspectives and discourses; and 3) social psychological perspectives and discourses. A theoretical framework for understanding discourse and policy, as well as gender and masculinities is developed, drawing on critical discourse theory and theories about gender relations. Using critical discourse analysis, drawing on the work of Fairclough, I analyse the discourses about masculinity informing two recent policy documents: Gender Equity: A Framework for Australian Schools and Education Queensland's Boys Education Strategy. The study found that the Gender Equity Framework was primarily informed by (pro)feminist discourses, although advocates for boys discourses informed the Framework in significant ways as well. The Boys Education Strategy, while primarily framed by advocates for boys' discourses, was largely informed by (pro)feminist discourses at the micro level. In both cases, discourses marginalised in the broader culture and in the debates generally, such as those associated with marginal sexualities or minority cultural groups, were found to be marginal. These findings have implications for policy and policy processes, gender equity policy and for teacher education. In particular there is a need for further research on the role of the media in policy processes as well as work on developing teacher understanding of and responses to policy processes and the construction of gender and masculinities.
5
Nightingale, Fay. "What about the boys? : dominant masculinity and government policy effect on boy's education /". Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09AR/09arn6881.pdf.
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Gerdin, Göran. "Boys will be boys? Gendered bodies, spaces and dis/pleasures in Physical Education". Doctoral thesis, University of Auckland, New Zealand, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45615.
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In this thesis I argue that in order to change the social influence of dominant discourses of gender in PE, which have previously been subject to sustained critique, there is a need to examine the discourses that constitute pleasure within PE. Such an examination is justified due to the broad social significance of pleasure but specific absence of empirical investigations within PE. My prime research questions, accordingly, asked: (i) How do boys’ performances of gender in PE articulate with dis/pleasures? (ii) How are spaces and bodies implicated in these performances? These questions were answered via ethnographic data, generated through a participatory visual research approach (Pink, 2007), involving observations, video recordings, focus groups and individuals interviews, with 60 Year 10 (ages 14-15) boys participating in PE at a single-sex boys’ secondary school in Auckland, New Zealand. In order to interpret the visual and verbal data I utilised the works of Michel Foucault and Judith Butler to explore how pleasures work as the productive effect of power (Foucault, 1985). The findings suggest that pleasures are produced in PE when boys perform gender in a way that typically conforms to discourses related to fitness, health, sport and masculinity. Beginning with a spatial analysis, I highlight how the boys derive pleasures from the power articulated in and through the performative spaces (Gregson & Rose, 2000) of PE. This exploration is extended further to a study of the discourses of PE that have co-produced these pleasures. Finally, the thesis demonstrates the materialisation (Butler, 1993) of pleasurable bodies within the discursive practices of boy’s PE. This thesis illustrates how boys’ performances of gender in PE can, correspondingly, be understood as a co-construction of pleasures, spaces and bodies, where each depends on the other so, that they are constituted reciprocally. I argue that this reciprocal constitution can be problematic as the gendered pleasures can ‘lock’ PE into ‘traditional’ forms that legitimate and produce inequitable sets of gendered power relations. That is, the discourses and relations of power in boys’ PE that produce certain pleasures can, at times, also induce dis/pleasures (e.g. as associated with exclusion, humiliation, bullying and homophobia). In sum, this thesis draws attention to pleasures as an educational, productive practice in boys’ PE while at the same time offering a critique of such pleasurable moments within this context. PE teachers need to be aware that they are not only enabling students’ experiences of pleasures, but they are also influential in (re)producing gendered understandings about the dis/pleasures of learning in, through and about movement in PE.
7
Field, M. "Boys, education, pedagogies : reconstructing sport, reconstructing masculinities /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19295.pdf.
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Ryan, Elizabeth M. "Boys in education: An action research project". Thesis, Australian Catholic University, 1996. https://acuresearchbank.acu.edu.au/download/2a67488cb90148ead923fb24fa5c908a9c01224d798bfa934f6a5512569473ba/15030540/Ryan_1996_Boys_in_Education_an_Action_Research.pdf.
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Gender roles, and the construction of gender, are under scrutiny in our society. Many questions are being asked about the roles of men in light of the successful emergence of feminism (Connell, 1989). There is a "crisis of masculinity" (Salisbury & Jackson, 1996) which has resulted in a bombardment of literature surrounding the issue and this, in turn, has filtered through to schools responsible for the education of boys. The purpose of this particular study is to contribute both to the theory and the practice of boy's education. It endeavours to identify the issues surrounding boy's education and to support the involvement of a small group of teachers in a school based curriculum development to bring about improvement in the area.
The site of the study was a Catholic, boy's boarding school which is unique for its isolation and for its high percentage of Aboriginal students and those from Papua New Guinea. The research focused on the work of four teachers who were responsible for one Year 8 class . These teachers, together with the researcher, formed a community of learners in the context of this study.
The purpose of this study was to contribute to both the theory and the practice of boys' education and its aims were to identify the issues surrounding boys' education and to support the teachers engaged in school based curriculum development in the area of boys' education. At the outset of the study, two major questions were asked; - What are the key issues surrounding boys' education?
- Would a curriculum intervention program support the personal development of adolescent boys?
The method of research considered most appropriate to the aims of this study was a qualitative model called action research. Action research is a form of self reflective enquiry that supports the involvement of not only teachers, but also the researcher in the improvement of practice (Kemmis & McTaggert, p.5).
Moments of observing, reflecting, planning and acting within five action research cycles led the researcher and the participants to make three major conclusions: - that a whole school approach is the most effective way to communicate messages affecting behaviour and attitudes of boys
- that an intervention, curriculum program has a beneficial but limited effect on the process of communicating concepts affecting adolescent boys
- that the participants involved in this action research project grew in awareness of the issues surrounding boy's education and in their own personal development.
9
Leppälä, Marko. "Boys will be boys : några exempel på hur kön konstrueras i en skola". Thesis, Linköping University, Department of Thematic Studies, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1208.
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Denna studie med titeln ”Boys will be boys - några exempel på hur kön konstrueras i en skola” är en kvalitativt inriktad studie där intervjuer och observationer har legat till grund för resultatet. Analysarbetet har skett utifrån olika teorier om hur kön konstrueras och befästs i samhället. Syftet med undersökningen var att se hur några lärare ser på kön och vilka konsekvenser detta får för verksamheten i skolan. Lärarna tyckte sig se skillnader mellan könen och dessa förklarades bero på både sociala faktorer och biologiska skillnader. Det visade sig också att lärarnas medvetenhet att uppmärksamma flickor lika mycket som pojkar inte alltid fungerade i praktiken.
This study ”Boys will be boys – a few examples of construction of gender in a school”, is a qualitatively focused study where the result has been based upon interviews and observations. In the study of analysis different theories of how gender is constructed and established in society, have been used. The purpose for my inquiry was to find out how a few teachers regarded gender and what the consequenses were on the work in school. The teachers thought they saw differences between the sexes and these were explained to be due to both social factors and biological differences. It also turned out that the teachers awareness of noticeing girls as much as boys did not always work in reality.
10
Hui, Nga-man Jasmine. "Sex education programme in a catholic boys' school". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37261071.
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Hui, Nga-man Jasmine, i 許雅雯. "Sex education programme in a catholic boys' school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37261071.
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Smith, Roy George. "Gender and special education : what makes boys so special?" Thesis, Goldsmiths College (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313295.
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This study is concerned with those pupils registered as having 'special educational needs' within mainstream schools and also those who attend special schools of non normative designations and seeks to explain the over - representation of white working class boys amongst such populations. The processes of identification and subsequent allocation to non normative special categories are argued to be both class and gender biased and to represent the placement of pupils so identified along a continuum of exclusion, being an indication of their failure in conventional terms. An approach is developed which attempts to make the link between such failure and wider social and educational processes, viewing schooling as a form of cultural politics and seeing such politics as being intimately linked to wider structural relations. To this end the work of Pierre Bourdieu is employed. The aim of the research is to test and also to develop Bourdieu's theories of social and cultural reproduction and particularly his concept of habitus and its gendered embodied nature, as a means of illuminating the processes involved in the generation of these differential outcomes. The study takes the form of qualitative in-depth semi structured interviews with teachers from eight schools, five special and three mainstream, in order to generate detailed contextualised knowledge of the processes by which pupils may have been identified as having special educational needs within mainstream schools and then possibly allocated to special schools and of the assumptions perceptions and understandings of those teachers in special schools at the 'receiving end' of these processes. The resultant data is analysed using a conceptual framework provided by Bourdieu's theories. The study is placed within the context of the recent history I politics of special educational practices through a consideration of legislative and other developments of the past twenty years or so which are argued to have led to an increase in exclusionary pressures despite the rhetori~al emphases throughout most of this time firstly on Integration and latterly on inclusion.
13
McDonald, Anne. "Primary school boys' narratives about masculinity". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80281.
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Thesis (MEdPsych)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: The issue of masculinity is complex, and many theories on how gender is constructed exist. The central premise of this study is that gender construction is the result of dynamic social interaction and, as such, a post-structuralist paradigm is ascribed to. The concept of multiple masculinities exists to explain the influences different contexts have on how masculine ideas are constructed. This is not a passive process and individuals are considered active creators of their own identity. However, research demonstrates that not all masculinities are equal. Hegemonic masculinity maintains its leading dominant position status through using strategies of power and dominance to maintain the pinnacle position of status in the hierarchy of masculinities. The purpose of this study is to listen to the narratives of pre-adolescent boys about masculinity. Post-structuralist and social constructivist ideas that meaning is fluid and open to change, is influenced by culture and the individual meanings that people make. This understanding provides the theoretical framework for this qualitative study. Through a narrative-inquiry design, meaning was made of the individual experiences of six boys within the context of a single-sex preparatory school. The narratives of these participants, purposively selected, were obtained using the data-collecting methods of interviews, a focus group and the construction of a collage. The analysed data was presented both in the form of the narratives of the participants and through a thematic analysis. The findings indicate that within this private, single-sex preparatory school context, multiple constructions of masculinity are formed, and they all appear to be constructed in relation to hegemonic notions of masculinity. It was found that fathers play an important role in the way in which boys construct their masculine identity. However, their peers and the school context also play a significant role. Further, the findings revealed that although hegemonic notions of masculinity in this context had a powerful impact on these participants’ construction of masculinity, there are indications some are challenging overt expressions of hegemonic masculinity and, as such, hold more complex, transitional constructs of masculine identity.
AFRIKAANSE OPSOMMING: Die kwessie rondom manlikheid is kompleks en daar bestaan baie teorieë oor hoe geslag gebou word. Die sentrale uitgangspunt van hierdie studie is dat die konstruksie van geslag ‘n resultaat van dinamiese sosiale interaksie is en dus aan 'n post-strukturalistiese paradigma toegeskryf word. As sodanig bestaan die konsep van verskeie vorme van manlikheid om te verduidelik hoe verskillende kontekste manlike idees beïnvloed. Dit is nie 'n passiewe proses nie. Individue word as aktiewe skeppers van hulle eie identiteit beskou. Navorsing toon egter dat nie alle vorme van manlikheid gelyk is nie. Hegemoniese manlikheid hou 'n dominante posisie in stand deur die gebruik van strategieë van mag en oorheersing; die hoogsteposisie van status in die hiërargie van manlikheid word dus gestaaf. Die doel van hierdie studie is om na die narratiewe van pre-adolessente seuns oor manlikheid te luister. Post-strukturalistiese en sosiale konstruktivistiese idees wat aandui dat bedoelings vloeibaar en veranderbaar is, afhangende van kultuur en die betekenis wat deur 'n individu daaraan geheg word, voorsien dus 'n teoretiese raamwerk vir hierdie kwalitatiewe studie. Deur die gebruik van ‘n narratiewe ondersoek-ontwerp, is die betekenis van die individuele ervaringe van ses seuns in die konteks van 'n enkel-geslag voorbereidende skool geevalueer. Die verhale van hierdie deelnemers, wat doelgerig geselekteer is, is verkry deur gebruik te maak van onderhoude, 'n fokus groep en die konstruksie van 'n collage as data insamelingsmetodes. Die geanaliseerde data is beide in die vorm van verhale van die deelnemers sowel as 'n tematiese analise aangebied. Die bevindinge dui daarop dat binne hierdie private, enkel-geslag voorbereidende skoolkonteks, verskeie konstruksies van manlikheid gevorm word en het telkens beblyk in verhouding tot hegemoniese idees oor manlikheid gebou te word. Daar is bevind dat vaders 'n belangrike rol speel in die wyse waarop seuns hul manlike identiteit konstrueer. Eweknieë en die skoolkonteks speel egter ook 'n belangrike rol in die konstruksie van geslag. Die bevindinge het verder aan die lig gebring dat, alhoewel hegemoniese idees oor manlikheid in hierdie konteks 'n kragtige uitwerking op hierdie deelnemers se konstruksie van manlikheid het, daar aanduidings is dat sommige van die deelnemers openlike uitdrukkings van hegemoniese manlikheid uitdaag en sodoende meer komplekse oorgang-konstrukte van manlike identiteit het.
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Tilton, Jeff Scott Sr. "A case study of the Arizona Boys Ranch educational program". Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2580.
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The intent of this study was to provide a summative evaluation of the educational program at Arizona Boys Ranch. A survey was distributed to teachers and educational administrators, program documents were obtained, interviews were held with those surveyed, and observations took place throughout 1997. The major areas studied were curriculum, student assessment, educational locale, personnel patterns, student characteristics, and community/agency partnerships. The educational program states that it is part of a blend with the overall philosophy of Arizona Boys Ranch, where individual treatment, behavior modification, independent living skills, basic counseling, work ethic, service to the community, restitution, and transition are additional areas of focus. However, a composite of the data indicated a trend of the educational program's use of a traditional curriculum, traditional student assessment strategies, and traditional teacher evaluation methods.
15
Thomas, Valencia E. "Black Males and the Emotional Disturbance Disability Label: A Leadership Problem". Ashland University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1567181757344763.
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Smith, Dewain E. "Building boys into men| The relationship between discipline and spirituality in high school males". Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564233.
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The purpose of this qualitative, ethnographic study was to discover whether a relationship exists between discipline and spirituality in high school males. This study is important because it will apply traditional reasons for Catholics to send their children to private Catholic schools, to the disciplined curricular rigor and spiritual environment offered at one single-gender, military and college preparatory, Catholic high school. This qualitative, ethnographic study investigated the relationship between discipline and spirituality, and the researcher was a participant-observer. The participants were stakeholders, ranging from 18 to 65 years of age. The following data was used for purposes of triangulation: interviews with students, parents, alumni, teachers (faculty group), and observations of teacher practice; a preference survey of alumni; and a comparative study of randomly selected blind (unnamed) student data, from JROTC and Administration records. These data were collected and analyzed to provide validity and integrity to interpreted qualitative data, and added a quantitative component to the study. The researcher's analysis considered the data collected to identify the themes that emerged, and to find the voice of the stakeholder community. The study revealed 8 broad sub-themes that were paired as follows: (a) choice and culture; (b) brotherhood and camaraderie; (c) acculturation and enjoyment; and (d) Catholic and Mass. From the sub-theme pairs 4 overarching major themes emerged. They were choice, brotherhood, acculturation, and Catholic. These major themes represent the heart of the investigation. The study revealed that a relationship does exist between discipline and spirituality. This study contributes to the academic discussion, regarding single-gender education, and a positive learning environment. This study presents an invitation to future research.
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Frick, Susan. "Strategies to enhance achievement for boys". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SFrick2006.pdf.
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Lam, Mei-yu. "The attitudes of teachers towards ICT in boys' home /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25473992.
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Benjamin, Gaynor. "An exploration of male identity construction amongst primary school boys". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95944.
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Thesis (MEdPsych)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The social construction of masculinity is a complex process, one which cannot be divorced from the immediate environment and culture of boys. The aim of this study was to understand the construction of male identity in young primary school boys, who grew up in a context where few positive male role models might be, and where society might play a bigger role in shaping their identities. I focused on boys between the ages of ten and thirteen. The participants were from a poor socio-economic coloured community in the Western Cape and were purposively selected. A qualitative research methodology was used and data was selected by means of semi-structured interviews, focus-group interviews, collages and photographs. The findings showed that the type of masculinity these boys aspire to is admirable. However, they are caught within a context where there is a lack of physical space, an absence of facilities, a high unemployment rate and are surrounded by community disorganisation. The boys are confronted with many male examples in their community who are not providing for their families, and they see substances such as alcohol and drugs being abused daily by adult members of their community. Despite a constant presence of a mother, there is a lack of meaningful relationships with their fathers. They cannot easily identify positive role models within their community and do not have the ability to search for such traits in others. The themes arising from the data presented a contrast between the experiences of the participants and the kind of men they seek to be. There are very few men in their community who could help them to achieve their ideals and who could provide them with guidance or support. In the absence of suitable male role models to emulate, these boys are likely to comply with a model of masculinity that demonstrates dominance and power through violence and abuse.
AFRIKAANSE OPSOMMING: Die sosiale konstruksie van manlikheid is 'n komplekse proses, een wat nie van die onmiddellike omgewing en kultuur van die seuns geskei kan word nie. Die doel van hierdie studie was om die konstruksie van manlike identiteit in jong laerskoolseuns, wat grootgeword het in 'n konteks waar min positiewe manlike rolmodelle kan wees, en waar die gemeenskap 'n groter rol kan speel in die vorming van hul identiteit, te verstaan. Ek fokus op seuns tussen die ouderdomme van tien en dertien jaar oud. Die deelnemers was van 'n lae - sosio-ekonomiese bruin gemeenskap in die Wes-Kaap en is doelbewus gekies. ‘n Kwalitatiewe navorsingsmetodologie is gebruik en data is deur middel van semi- gestruktureerde onderhoude, fokusgroep-onderhoude, collages en fotos ingesamel. Die bevindinge het getoon dat die tipe manlikheid wat hierdie seuns nastreef, prysenswaardig is. Hulle is egter vasgevang in 'n konteks gekenmerk deur 'n gebrek aan fisiese ruimte, 'n afwesigheid van fasiliteite, 'n hoë werkloosheidsyfer en gemeenskaplike wanorde. Die seuns word gekonfronteer met baie voorbeelde van mans in hul gemeenskap wat nie voorsiening maak vir hul families nie, en hulle world op 'n daaglikse basis bloogestel aan volwassenes wat alkohol en dwelms misbruik. Hoewel daar 'n konstante teenwoordigheid van 'n ma is, is daar is 'n gebrek aan 'n sinvolle verhouding met hul vaders. Hulle kan nie maklik positiewe rolmodelle identifiseer binne hul gemeenskap nie, en het nie die vermoë om te soek vir soortgelyke eienskappe in ander nie. Die temas wat voortgespruit het uit die data was in kontras met die ervarings van die deelnemers en die tipe man waarna hulle streef om te wees. Daar is geen mans in hul gemeenskap wat hulle kan help om hul ideale te bereik en wat hulle kan voorsien met leiding of ondersteuning nie. In die afwesigheid van geskikte manlike rolmodelle om na te boots, kan hierdie seuns geneig wees om 'n model van manlikheid wat oorheersing en mag deur geweld en mishandeling na te streef.
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Gosai, Nisheet. "Perspectives on the educational experiences of African/Caribbean boys". Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/425/.
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This thesis critically explores: “Perspectives on the educational experiences of African Caribbean boys”. It draws upon the earlier literature in the field of secondary schools (Mac an Ghaill, 1988 and 1994, Gillborn, 1995, Sewell, 1997, Blair, 2001, LDA 2003). But this study adopts a comparative approach, specifically focusing on Black boys current experiences of both state secondary schooling and other areas of education, namely, a supplementary school and a youth organisation. Recent statistics have indicated a continuing high level of underachievement among African-Caribbean boys studying in British schools. The DFES 2006 reports that only 39% of Black pupils achieve 5+ A*-C GCSE grades which denotes that Black boys are among the lowest achievers at secondary school level as compared with pupils of other ethnic minority communities. The DFES further reports that Black pupils are more likely to be excluded from schools than pupils from any other group (Education and Skills, 2006). This study will go beyond the statistics by examining the reasons as to why Black boys have negative experiences in their secondary school education which is linked to their historically-based underachievement in secondary schools. The literature review of the study explores the academic literature/reports concerning African-Caribbean pupils’ underachievement (Mac an Ghaill, 1988, Wright, 1992, Benskin 1994, Gillborn, 1995, Sewell 1997, Ofsted, 1999, Blair 2001, LDA 2003, Education and Skills, 2006). The discussion reflects a number of inter-related issues that are shaped by the intersection of race, class and gender. These issues include: racialisation and accompanying negative stereotypes of the Black community and more specifically portraying Black masculinity as a problem, lack of respect for Black boys and their culture, peer group influence, and differences in treatment by teachers towards Black boys, as some of the significant factors affecting Black boys’ negative experiences at secondary schools and their resulting underachievement. In addition to examining the impact of these factors, as indicated above, this thesis critically examines two other areas of education, a supplementary school and a youth organization. Earlier studies have identified such sites as a powerful source of positive experiences for secondary school Black boys. This comparative, multidisciplinary approach enables original data to be gathered, in probing into the reasons as to why these institutions are successful in making Black boys educational experiences more meaningful. Over a course of six months, 36 participants were involved in this research study. The boys, their parents and their teachers were interviewed at the secondary and supplementary school. At the youth organisation, the Black boys and their youth workers were interviewed. The research used a wide range of methods, such as semi-structured interviews, participant-observation and non-participant-observation. This process provided the researcher with the bigger picture, giving insight into why Black boys have negative and positive experiences of education. The study makes a number of recommendations based on the findings, which include: actively recruiting more Black teachers to provide Black pupils with positive role models who understand their culture; employing Black culture/history in schools for the benefit of Black boys and teachers in state secondary schools learning from the other educational sites in terms of curriculum, pedagogy and relations between educators and Black male pupils. Such recommendations have been proposed in potentially being a step towards removing institutional racism within schools and promoting the career paths of these boys into successful professions.
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Parker, Annick Marie. "Toy preference and play of developmentally delayed boys and girls /". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487760357819159.
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Walsh, Nathan. "Boys and blended learning: achievement and online participation in physical education". Thesis, University of Canterbury. School of Teacher Education, 2013. http://hdl.handle.net/10092/8177.
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The achievement of boys at secondary school in New Zealand has been a significant educational issue for decades. Many different approaches and initiatives have been used to raise boys’ achievement. Using Information Communication Technology (ICT) for education is just one of these strategies. A developing body of literature suggests that using ICT to teach in a blended format can raise student achievement and there is also evidence to suggest that boys appear to participate at a higher level when ICT is used in education.
An action research approach was used to investigate my online teaching practice. A team teaching approach was used for teaching this blended learning module. Sixteen boys were taught a unit of work in a blended format based on a physical education achievement standard. Students were taught six lessons face-to-face in a traditional classroom setting and six lessons online using self-directed study in a computer lab setting. This study used qualitative data collection methods supported with descriptive statistics to gain an understanding of online module participation and NCEA achievement. In order to encourage participation, a social constructivist theory underpinned the design of the online module. Participants involved in the study were taught a unit of work in a blended format and completed a pre-course questionnaire. Following analysis of participation and achievement at the end of the online module, five students were selected to participate in individual post-course interviews. The results of this study showed that achievement of boys taught in a blended format was higher than that of students taught solely face-to-face. Findings also indicated a strong relationship between online module participation and overall achievement. Conclusions from this study revealed that student characteristics, technical difficulties, specific online activities and the role of the teacher, were important factors for the success of the unit of work taught in a blended format. Recommendations from this study may be useful to inform and guide future blended learning units of work within the secondary education sector - particularly for boys' schools.
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Sanders, Tracey, i t. sanders@mcauley acu edu au. "Where The Boys Are: The Experiences of Adolescent Boys and Their Female Teacher in Two Single Sex Drama Classrooms". Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030818.152042.
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This qualitative case study explores the experiences of adolescent boys and their female teacher in two single sex drama classrooms over a two year period. It has been influenced by sociological and educational frames of knowledge with a specific emphasis on gender studies. Driven by the work of Biddulph (1995), Bly (1990), Pollack (1999), Hawkes (2001), Hartman (1999), Connell (1995,1996) and Kenway (1997), this research is ideologically grounded in theories that investigate the areas of masculinity, boys' education and drama practice. It takes as its pivotal focus the notion that educationally, adolescent boys are facing complex and troubled times and that a reassessment of the way boys are taught in schools is crucial. Additionally, the role and influence of the female teacher in the single sex boys' classroom was significant, providing an essential backdrop for investigating the classroom experiences of the boys. In the area of educational drama, research into adolescent boys and classroom drama is still unfolding.This thesis contributes to knowledge in this area and reveals the important benefits and potential that educational drama holds for empowering young males to explore their own masculine identities and understand their world with clarity and insight. Data collected during this research forms the basis of a narrative journey shared between the reader and the researcher. The research is heavily grounded in the ethnographic tradition of 'telling stories' from the field - stories which reveal the authentic lived experiences of the participants. Part of the greater story told here includes that of the researcher and documents some of the more notable challenges and highlights of working in the field over an extended time frame. Specifically, the research addresses the following questions: What benefits do adolescent boys perceive they gain from doing drama? How do adolescent boys communicate with each other in the drama classroom? How do adolescent boys approach drama work in their classroom? How do they perceive their own experiences and relationships in a single-sex drama classroom? What role does their female teacher play in their experiences in the drama classroom? The research revealed a number of important considerations for the fields ofsociology, gender studies and education. Amongst some of the major findings was the potential of drama to break down stereotypical notions associated with masculinity and boys' abilities to excel in area such as the Arts. The enjoyment and fulfillment that the boys felt they gained from participating in drama resulted in a heathlier classroom environment characterised by a greater tolerance and understanding of each boy's individual masculinity. It was also revealed that the presence of a female drama teacher was considered an advantage, granting the boys access to a field of knowledge and feeling that was different to their 'male ways of knowing.' Additionally, for the field of drama, the research revealed that the value of solid planning, a defined understanding of contemporary drama practice and implementing learning experiences carefully and thoughtfully grounded in the lives of the students, cannot be underestimated as essential components of effective drama teaching.
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Sanders, Tracey. "Where The Boys Are: The Experiences of Adolescent Boys and Their Female Teacher in Two Single Sex Drama Classrooms". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366368.
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This qualitative case study explores the experiences of adolescent boys and their female teacher in two single sex drama classrooms over a two year period. It has been influenced by sociological and educational frames of knowledge with a specific emphasis on gender studies. Driven by the work of Biddulph (1995), Bly (1990), Pollack (1999), Hawkes (2001), Hartman (1999), Connell (1995,1996) and Kenway (1997), this research is ideologically grounded in theories that investigate the areas of masculinity, boys' education and drama practice. It takes as its pivotal focus the notion that educationally, adolescent boys are facing complex and troubled times and that a reassessment of the way boys are taught in schools is crucial. Additionally, the role and influence of the female teacher in the single sex boys' classroom was significant, providing an essential backdrop for investigating the classroom experiences of the boys. In the area of educational drama, research into adolescent boys and classroom drama is still unfolding.This thesis contributes to knowledge in this area and reveals the important benefits and potential that educational drama holds for empowering young males to explore their own masculine identities and understand their world with clarity and insight. Data collected during this research forms the basis of a narrative journey shared between the reader and the researcher. The research is heavily grounded in the ethnographic tradition of 'telling stories' from the field - stories which reveal the authentic lived experiences of the participants. Part of the greater story told here includes that of the researcher and documents some of the more notable challenges and highlights of working in the field over an extended time frame. Specifically, the research addresses the following questions: What benefits do adolescent boys perceive they gain from doing drama? How do adolescent boys communicate with each other in the drama classroom? How do adolescent boys approach drama work in their classroom? How do they perceive their own experiences and relationships in a single-sex drama classroom? What role does their female teacher play in their experiences in the drama classroom? The research revealed a number of important considerations for the fields ofsociology, gender studies and education. Amongst some of the major findings was the potential of drama to break down stereotypical notions associated with masculinity and boys' abilities to excel in area such as the Arts. The enjoyment and fulfillment that the boys felt they gained from participating in drama resulted in a heathlier classroom environment characterised by a greater tolerance and understanding of each boy's individual masculinity. It was also revealed that the presence of a female drama teacher was considered an advantage, granting the boys access to a field of knowledge and feeling that was different to their 'male ways of knowing.' Additionally, for the field of drama, the research revealed that the value of solid planning, a defined understanding of contemporary drama practice and implementing learning experiences carefully and thoughtfully grounded in the lives of the students, cannot be underestimated as essential components of effective drama teaching.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
Faculty of Education
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Wesley, John. "Mulcaster's boys : Spenser, Andrewes, Kyd". Thesis, St Andrews, 2008. http://hdl.handle.net/10023/602.
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Parsley, Kadie Lynn. "A Study of Effective Instructional Practices for Teaching Boys in All-Boys Independent Schools in Virginia". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103153.
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The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.Doctor of Education
The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. For the purposes of this study, the term "instructional practice" refers to a specific teaching method used in a lesson, unit of study, or assigned task that is effective. The participants could deem the practice effective for a variety of reasons, either measurable or immeasurable, including but not limited to a boy's performance level, behavior, engagement, attentiveness, motivation, and/or overall quality of work. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.
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林美如 i Mei-yu Lam. "The attitudes of teachers towards ICT in boys' home". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256326.
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White, Greer. "A call for a level playing field: A study of masculinity 1999-2000". Thesis, Australian Catholic University, 2004. https://acuresearchbank.acu.edu.au/download/f30bb2a9eef62e81442b93c6f2d72219aff5f4b1a0c7544f3eaeef1c40dcd8a5/2486489/65138_downloaded_stream_363.pdf.
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The impetus of this study was a concern for the education and general welfare of boys. The interest in boys' education has grown notably over the past ten years. This interest is evident in media reports, popular psychology texts, education reports and scholarly writing. Academic research on boys' experience of education is less prolific although it does include studies conducted by Australian and international researchers. Central to this commentary on boys' education is the concept of masculinity. Here there is a strong claim that boys' academic performance and behaviour is influenced by the way they construct and live out masculine expressions. This research study is situated in a Catholic secondary school for boys (referred to as the College) and seeks to illumine the school experiences of students at the school. As school Counsellor I noted that some boys were displaying a lack of motivation for learning, resisted independent thinking and seemed to be opposed to authority. These characteristics, in turn, contributed to diminished academic performance and troublesome classroom behaviour. This observation raised issues in respect to the boys' perceptions of masculinity and the various expressions of masculinity within the school. An analysis of historical and contemporary documents identified a mismatch between the stated vision and mission of the school and the structural organization it creates. This mismatch pointed to a critical gap between the stated purpose of its education and the social reality of boys' educational experience. This critical gap was particularly evident in the school's commitment to educating boys within a social justice framework. It seemed that investigation into the gender regime of the school and the implications this has for students was warranted. A review of literature in respect to the concept of masculinity and boys' education served to further clarify the research problem and the purpose of this study.;This review identified the various contemporary understandings of masculinity. It also explored the current debate about what is happening to boys in education and provided an outline of particular elements of the social constructionist's understanding of collective masculinity expressions within a school setting. Commentary on how a school can configure its particular gender regime was of particular interest to this study. This review identified three research questions to guide this study. These questions are: Research Question 1: How do the students of the College understand masculinity? Research Question 2: What is the College's gender regime? Research Question 3: What are the implications for students of the College's gender regime? This research study was informed by a pragmatic understanding of the epistemology of constructivism and the principles associated with the theoretical framework of symbolic interactionism. A two-stage research design of exploration and inspection was employed to aid data collection, analysis and interpretation. In the exploratory stage data was collected through a questionnaire to 255 of the 301 Year 12 cohort. These data were analysed using both quantitative and qualitative methods and the results gave direction to the type of data needed in the second stage of the study, the stage of inspection. In the stage of inspection, data were obtained through two processes, one-to-one interviews and focus group discussions. An analysis of data collected in the second stage of the study led to the identification of a number of key findings in the way boys understand masculinity and the school has organized its gender regime. These findings highlight the domination of playing sport and the subordination and marginalization of other masculine expressions.;They also give evidence of the existence of a critical gap between the school's stated purpose based on Christian values, justice, holistic development, respect for the dignity of the individual, human striving and so on, and the reality it produces. The study concludes by outlining a number of recommendations that suggest themselves for the future development of the College. It recommends that the school introduce a gender education programme for students, review the gender regime that supports playing sport as the dominant masculine expression, and provide structures and opportunity for other masculine expressions to find approval and acceptance. Finally it is recommended that the vision that the school holds for the education of boys and its structural organization be open to scrutiny and exploration in order that what the school holds to be most important in the education of boys will be intentionally pursued.
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Marshall, Tatiana. "Boners and twats sexual discourse and political pedagogy in a sex education classroom /". Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/609.
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Flintoff, Anne. ""One of the boys?" : an ethnographic study of gender relations, co-education, and initial teacher education in physical education". Thesis, n.p, 1993. http://ethos.bl.uk/.
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Austin, Jonathan Edward. "The English boys boarding preparatory school, 1914-1940". Thesis, n.p, 1995. http://ethos.bl.uk/.
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Harris, James R. "A comparison of treatments for primary enuresis in school age boys /". The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604130109.
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Imms, Wesley David. "Boys doing art negotiating masculinities within art curriculum /". Thesis, Full text available online (restricted access), 2003. http://images.lib.monash.edu.au/ts/theses/Imms.pdf.
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Mulenga, Morgan Chanda. "Sociometric status and social behaviour of boys with learning disabilities in a special school in Zambia". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0007/NQ32453.pdf.
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Celico, Andrea. "A Study of Resiliency in African-American Middle School Boys". Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1229540936.
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Ell, Barbara Ann. "Boys and literacy: Disengaging from reading". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2983.
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This quantitative study investigates the disparity that exists between girls and boys and how changes can be implemented to keep boys from disengaging from reading. It examines the reading materials that are available to increase boys' interest in reading and discusses ways in which teachers can develop programs and parents can take action to change boys reading habits. The study employed teacher surveys and student surveys from sixth grade boys in three San Bernardino middle schools.
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Long, Sarah Louise. "Accounting for Success and Failure: Male Students’ Perspectives on Learning and Achievement in Senior Secondary School English". Thesis, Griffith University, 2013. http://hdl.handle.net/10072/367024.
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The study explores how young men who have recently completed a senior secondary school English course account for their success and/or failure in the subject, and analyses what common-sense understandings and social discourses underpin students’ tacit and explicit definitions of this school success and failure. Discussions with the participants involved multifarious topics such as teacher pedagogy, family role models, gender, and activities outside of school that influenced their experiences and notions of success in school.
The study seeks to identify whether or not young mens’ accounts of their own success or failure in English at secondary level align with existing theorisations and explanations on the subject of male learning and academic achievement in English studies. The theoretical perspectives of post-structuralism and critical language awareness inform the study, which utilises narrative methods to generate data and critical discourse analysis to provide a theorisation of the social and textual world. The study utilises aspects of post-structuralist theory to examine the concepts of gender, maleness and hegemonic masculinity in education (Connell, 1987; Martino, 1995) and acknowledges that these terms are used in arguments that support both the notion that gender and maleness are socially constructed and that they are inherent. This research project is motivated by a critical social purpose to address the apparently intractable problem that many boys do not experience success and are underachieving in school subject English, with a view to motivating a change to the status quo and providing a platform for further research using CDA methodology.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Olsen, Stephanie. "Raising fathers, raising boys: informal education and enculturation in Britain, 1880-1914". Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32273.
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Raising Fathers, Raising Boys: Informal Education and Enculturation in Britain, 1880-1914 is primarily focused on popular preoccupations surrounding masculinity (manliness), boyhood, adolescence, and fatherhood, in the context of widespread concerns about national efficiency, public vice, and private morals at the fin de siècle. This thesis reveals the growing consensus amongst the publishers of juvenile literature that children (especially boys) of all areas and social backgrounds were being failed by the various institutions of formal education (be they the elite public schools or the new schools springing up since the Education Act of 1870), and that certain moral imperatives were being inadequately met by the nation's parents. Stressing the continuity of religious influence in the everyday experience of children throughout the late-Victorian and Edwardian period (and thereby challenging the secularization thesis put forward by some scholars), this study charts the agreement established between disparate groups on the importance of disseminating Christian values for the task of raising the nation's boys into manly, domesticated men and good fathers. This emphasis on family life is crucial, since it broadens the current historiographical focus on the imperial connotations of elite education and the supposed middle-class "flight from domesticity." By showing that masculinity was not only about patriarchal or imperial outlooks, the work explicates the meaning of fatherhood in the period, stressing the continuing importance and validation of men as fathers and of the boy "as father to the man." The major sources for the thesis arise out of a variety of religious organiRaising Fathers, Raising Boys: Informal Education and Enculturation in Britain, 1880-1914 est une étude des préoccupations populaires vis-à-vis la masculinité [manliness], de l'enfance et l'adolescence masculines et de la paternité, situés dans un contexte contemporain caractérisé par une inquiétude régnante face à l'efficacité nationale, le vice public et la moralité privée. Cette thèse démontre l'existence d'un consensus de plus en plus marqué parmi les éditeurs de la littérature populaire pour les enfants, (particulièrement pour garçons) sur le fait que l'éducation formelle que recevaient leurs jeunes lecteurs (que ce soit dans des écoles élite, ou, après la loi de 1870, dans les nouvelles institutions d'éducation de masse) leur faisait défaut, et, de plus, que les parents de la nation étaient inaptes à leur transmettre certains impératifs moraux, et ce, peu importe leurs origines géographiques ou sociales. En insistant sur la continuité de l'influence religieuse dans la vie quotidienne des enfants de l'époque (contestant donc la thèse de sécularisation défendue par plusieurs historiens), cette thèse met en évidence la mise en accord de groupes hétéroclites sur l'importance d'une dissémination des valeurs chrétiennes au sein d'une éducation visant à créer des hommes à la fois domestiques et véritablement mâles, et de bons pères. L'accent mis ici sur la vie familiale est crucial, car il permet d'élargir les courants historiographiques focalisant sur les implications impérialistes de l'éducation des élites et la tendance des classes moyennes à « fuire la sphère domestique » qu'on a appelé « flight from domesti
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Hilton, Gillian L. S. "Breaking the macho mould : meeting boys' needs in sex and relationships education". Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/13572/.
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The work examines the needs of boys as regards sex education in school. The literature search depicted a situation where boys' needs were being neglected despite the calls from such bodies as the British Medical Association. Literature supports the idea that there is an overemphasis on biology rather than relationships and this, coupled with peer and teacher expectations of masculine behaviour, neither helps boys to cope with relationships nor aids them in their understanding of the needs of others or coping with their own fears and anxieties. The growing problem of early teenage pregnancies and sexually transmitted infections (STIs) had led to comparisons with other countries, which show that England has a severe problem with underage pregnancy and the transmission of STIs. Research was undertaken to investigate the characteristics of sex and relationships education for boys with the object of determining their needs and what types of education would best meet these needs. Investigations took place in eight diverse secondary schools in the south east of England. Questionnaires were issued to boys and girls in the sixth form regarding their experiences of school sex education. In addition students in their first term at university were also asked to complete questionnaires to give a wider scope to the research. Eight co-ordinators of Personal Social and Health Education were interviewed to discover their opinions of sex education in secondary schools at present and whether this was meeting the needs of pupils, especially boys. Research was then conducted to examine alternative methods of delivering sex and relationships education to determine if these strategies could better satisfy boys' needs in this area. These included a student tutor scheme in Prague a teacher training establishment in The Netherlands, an 'agony uncle' who ran a computer help line for boys, a theatre group, two male sex education workers who deliver sex education to boys, a peer education scheme and a Teenage Health Project. Three focus group interviews were carried out with young men of sixteen and seventeen to determine their feelings about their sex education and how it could be improved. In order to assess these diverse schemes a set of criteria was established against which to judge sex education delivery. These criteria were devised from the search of literature, the focus group and questionnaire responses and suggestions from the alternative method respondents and the co-ordinators. The schools' sex education provision and the altemative methodologies were then evaluated against these criteria. Results showed that none of the methods totally met the needs of boys. The analysis was used to determine a new strategy to meet the needs of boys with regard to their sex and relationships education. At the heart of the strategy is a curriculum with a stronger emphasis on relationships, how to cope with and express emotions. The content, methods of delivery, amount of sessions, size of groups and the types of teachers required are also defined.
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Al-Jabri, Nayyaf Rasheed. "Quality and efficiency of Saudi education: an investigation into boys' secondary schools". Thesis, University of Manchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488447.
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This study was conducted to investigate the quality and efficiency of Saudi Education, using three approaches: (1) production function, (2) comparison of outliers and (3) cost analysis, drawing on quantitative and qualitative data collected through two field trips. The main line of inquiry, production function analysis, was based on quantitative data collected during the first field visit to 37 schools (one private urban school, 17 urban public schools and 19 rural public schools) affiliated to one education district, Medina. The outcome variable was student attainment in examinations of the General Certificate of Secondary Education (GCSE). The sample students were drawn randomly from among the 12th graders in schools (one science-track class; and one arts-track class, if the arts track option was available in the school). Information about teachers, principals and schools was also collected by purposefully designed questionnaires. The second approach, comparison of outliers, was based mainly on qualitative data collected during the second field trip, through interviews with principals, teachers and students from six public schools out of the 37 schools. The value-added analysis of school effects on student attainment (i. e. the effect of attending a particular school after controlling for non-school influences statistically) showed these six schools to be either unusually successful (positive outliers, three schools) or unusually failing (negative outliers, three schools). In the third approach, cost analysis, the per-student cost was estimated and decomposed to its various components. A cost function was fitted, using multiple regression, with the per-student cost as a dependent variable. In the production function analysis, the non-school variables (e. g. parents' education, education of older siblings, attainment level at 9th grade, student age, grade repetition, study time at home, and days of absenteeism) were the main influences on attainment. School-related variables accounted for a smaller proportion of the variance in student attainment, but the overall school value-added effect (shown in quality differences between schools) was notably large. The findings from production function analysis and outlier comparisons suggested rural schools were inferior in quality. School management, mainly the principal, showed notable influence on quality. The physical conditions of the school buildings were better in the positive outliers, but they are influenced by the quality of principals. Good principals could also attract good teachers, and also positively influence teacher commitment and student motivation. Experience, training, concern with the education process, and leadership skills were attributes of the good principals. The existence of adequate management staff was also important. Deputy principals and student counsellors could also play influential roles. Teachers differed remarkably in quality (value-added effects), but the attributes of good teachers could not be identified. Inefficiency was prevalent in the school system, as indicated by the production function and cost analyses. Some of the resource variables (such as teacher experience and student-teacher ratio) showed negative or non-significant effect on attainment in the production function analysis. Indications of inefficiency, however, were clearer in cost analysis, and the student-teacher ratio was the main cause of inefficiency. Improvement recommendations were made in relation to the issues of. recruiting and rewarding teachers; management staffing in schools; improving the quality of rural schools; improving the quality of school buildings; and raising the student-teacher ratio.
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Iqbal, Karamat. "British Pakistani boys in Birmingham schools : education and the role of religion". Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/88343/.
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The study sets out to investigate the educational achievement of British Pakistani boys. Its foundations comprise my own journey; beginning in Pakistan and continuing in Birmingham. Central to the study is the post-war development of the Pakistani community in Birmingham, growing from a few hundred to their current presence - 14% of the city’s population. Pakistani children are now close to becoming the largest ethnic group in Birmingham schools. The study arose out of a concern that large numbers of the community’s young people were concluding their schooling without achieving the benchmark qualification. With the backdrop of the national policy response to the education of ethnic minority children, the study relies on research undertaken in three state secondary schools in different parts of Birmingham. The backdrop to the research was provided by numerous documents gathered during my time in Birmingham. The primary research relied on a mixed-methods approach, involving a questionnaire administered to Y11 students and interviews with British-born Pakistani boys, their parents and teachers. The findings confirmed earlier research, in terms of the importance placed on education by the Pakistani community. Very early in the research it was clear that religion was considered important by the Pakistani children and their parents. This shaped the study and gave rise to a number of implications which are fundamental to the schools in Birmingham. For example, it was found that Pakistani children spend many hours in after-school religious classes. This has a clear opportunity cost, as it takes them away from doing school related work. The study concludes with a discussion of responsive education that might better meet the needs of Pakistani children so that fewer of them leave school without the benchmark qualification. It also points to the possibilities of an education which integrates the Islamic religious education and education of the world.
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Gilliam, Jan Kirsten. "The Making of "Polished Patriots": The Education of Boys in Colonial Virginia". W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539625477.
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Dezuanni, Michael L. "Boys 'doing' and 'undoing' media education : new possibilities for theory and practice". Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/29137/1/Michael_Dezuanni_Thesis.pdf.
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The purpose of this study is to investigate how secondary school media educators might best meet the needs of students who prefer practical production work to ‘theory’ work in media studies classrooms. This is a significant problem for a curriculum area that claims to develop students’ media literacies by providing them with critical frameworks and a metalanguage for thinking about the media. It is a problem that seems to have become more urgent with the availability of new media technologies and forms like video games. The study is located in the field of media education, which tends to draw on structuralist understandings of the relationships between young people and media and suggests that students can be empowered to resist media’s persuasive discourses. Recent theoretical developments suggest too little emphasis has been placed on the participatory aspects of young people playing with, creating and gaining pleasure from media. This study contributes to this ‘participatory’ approach by bringing post structuralist perspectives to the field, which have been absent from studies of secondary school media education. I suggest theories of media learning must take account of the ongoing formation of students’ subjectivities as they negotiate social, cultural and educational norms. Michel Foucault’s theory of ‘technologies of the self’ and Judith Butler’s theories of performativity and recognition are used to develop an argument that media learning occurs in the context of students negotiating various ‘ethical systems’ as they establish their social viability through achieving recognition within communities of practice. The concept of ‘ethical systems’ has been developed for this study by drawing on Foucault’s theories of discourse and ‘truth regimes’ and Butler’s updating of Althusser’s theory of interpellation. This post structuralist approach makes it possible to investigate the ways in which students productively repeat and vary norms to creatively ‘do’ and ‘undo’ the various media learning activities with which they are required to engage. The study focuses on a group of year ten students in an all boys’ Catholic urban school in Australia who undertook learning about video games in a three-week intensive ‘immersion’ program. The analysis examines the ethical systems operating in the classroom, including formal systems of schooling, informal systems of popular cultural practice and systems of masculinity. It also examines the students’ use of semiotic resources to repeat and/or vary norms while reflecting on, discussing, designing and producing video games. The key findings of the study are that students are motivated to learn technology skills and production processes rather than ‘theory’ work. This motivation stems from the students’ desire to become recognisable in communities of technological and masculine practice. However, student agency is not only possible through critical responses to media, but through performative variation of norms through creative ethical practices as students participate with new media technologies. Therefore, the opportunities exist for media educators to create the conditions for variation of norms through production activities. The study offers several implications for media education theory and practice including: the productive possibilities of post structuralism for informing ways of doing media education; the importance of media teachers having the autonomy to creatively plan curriculum; the advantages of media and technology teachers collaborating to draw on a broad range of resources to develop curriculum; the benefits of placing more emphasis on students’ creative uses of media; and the advantages of blending formal classroom approaches to media education with less formal out of school experiences.
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Dezuanni, Michael L. "Boys 'doing' and 'undoing' media education : new possibilities for theory and practice". Queensland University of Technology, 2008. http://eprints.qut.edu.au/29137/.
Pełny tekst źródłaStreszczenie:
The purpose of this study is to investigate how secondary school media educators might best meet the needs of students who prefer practical production work to ‘theory’ work in media studies classrooms. This is a significant problem for a curriculum area that claims to develop students’ media literacies by providing them with critical frameworks and a metalanguage for thinking about the media. It is a problem that seems to have become more urgent with the availability of new media technologies and forms like video games. The study is located in the field of media education, which tends to draw on structuralist understandings of the relationships between young people and media and suggests that students can be empowered to resist media’s persuasive discourses. Recent theoretical developments suggest too little emphasis has been placed on the participatory aspects of young people playing with, creating and gaining pleasure from media. This study contributes to this ‘participatory’ approach by bringing post structuralist perspectives to the field, which have been absent from studies of secondary school media education. I suggest theories of media learning must take account of the ongoing formation of students’ subjectivities as they negotiate social, cultural and educational norms. Michel Foucault’s theory of ‘technologies of the self’ and Judith Butler’s theories of performativity and recognition are used to develop an argument that media learning occurs in the context of students negotiating various ‘ethical systems’ as they establish their social viability through achieving recognition within communities of practice. The concept of ‘ethical systems’ has been developed for this study by drawing on Foucault’s theories of discourse and ‘truth regimes’ and Butler’s updating of Althusser’s theory of interpellation. This post structuralist approach makes it possible to investigate the ways in which students productively repeat and vary norms to creatively ‘do’ and ‘undo’ the various media learning activities with which they are required to engage. The study focuses on a group of year ten students in an all boys’ Catholic urban school in Australia who undertook learning about video games in a three-week intensive ‘immersion’ program. The analysis examines the ethical systems operating in the classroom, including formal systems of schooling, informal systems of popular cultural practice and systems of masculinity. It also examines the students’ use of semiotic resources to repeat and/or vary norms while reflecting on, discussing, designing and producing video games. The key findings of the study are that students are motivated to learn technology skills and production processes rather than ‘theory’ work. This motivation stems from the students’ desire to become recognisable in communities of technological and masculine practice. However, student agency is not only possible through critical responses to media, but through performative variation of norms through creative ethical practices as students participate with new media technologies. Therefore, the opportunities exist for media educators to create the conditions for variation of norms through production activities. The study offers several implications for media education theory and practice including: the productive possibilities of post structuralism for informing ways of doing media education; the importance of media teachers having the autonomy to creatively plan curriculum; the advantages of media and technology teachers collaborating to draw on a broad range of resources to develop curriculum; the benefits of placing more emphasis on students’ creative uses of media; and the advantages of blending formal classroom approaches to media education with less formal out of school experiences.
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Plante, Elena Margaret. "Cerebral configurations among the parents and siblings of language-disordered boys". Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185140.
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Four families that include a specifically language-impaired (SLI) boy served as subjects of this study. The background and behavioral characteristics of these subjects indicated that a majority of the parents and siblings of the language-disordered boys also experienced difficulty with speech, language, and academic skills. This information was paired with neuroanatomical data obtained through quantitative analysis of magnetic resonance imaging (MRI) scans. Atypical perisylvian asymmetries, a characteristic previously associated with developmental language disorders in children, were documented in the majority of the parents of language-disordered boys (p < .05). Atypical perisylvian asymmetries in these parents were closely associated (p = .84) with a positive history for difficulty with speech, language, or academic skills. The presence of these behavioral and biological characteristics in the parents of SLI boys is consistent with the hypothesis that language disorders are biologically transmittable. Siblings in one of the four families had documented impairments of language skills. These subjects also had atypical perisylvian asymmetries. An additional sibling from a second family had atypical perisylvian asymmetries. The presence of atypical perisylvian asymmetries in multiple family members suggests that atypical perisylvian asymmetries reflect biological factors that place some families at risk for language impairment. The pattern of atypical perisylvian asymmetries documented in this study reflect a probable disturbance of prenatal brain development. Measurement of cerebral areas in addition to the perisylvian demonstrated that the hypothesized effects on the developing brain were bilateral and widespread. These features are in contrast to the neuroanatomical profile typically associated with cases of acquired language disorder, which typically result from damage to the left perisylvian area in a premorbidly normal brain.
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Nicula, Jessica Y. "Teaching Boys More Effectively in the Art Classroom: A Personal Investigation". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/91.
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In this thesis, I reflect upon an art educator’s experience teaching boys and developing an art curriculum with a boy focused framework. Two comprehensive units on monsters are included along with research on teaching boys and choice based practices in the art classroom. I also reflect on the creative process of lesson planning with the needs of male learners in mind.
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Bekos, Melinda Cooksey. "The Role of Contralateral Movement in Boys with Attention Deficit Hyperactivity Disorder (ADHD)". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287167734.
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Houston, Deborah Lee. "At-Risk Boys' Engagement in the iEngage Model". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5202.
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There is a growing problem with male under-achievement in public education. Boys who are unsuccessful in elementary and middle school are likely to drop out in high school. Engaging at-risk boys could alleviate school dropouts and the resulting consequences. The purpose of this study was to explore at-risk boys' engagement in a middle school model employing collaborative learning, problem-based learning, and technology. The study was framed on the self-determination theory and the idea that competence, autonomy, and relatedness are vital for engagement. A qualitative case study approach was used to explore teachers' views of at-risk boys' engagement. Eleven teachers who implemented the middle school model in a southeastern school district were interviewed individually and then participated in focus group discussions. Interviews and discussion data were coded to identify words and phrases describing engagement and disaffection. Results indicated that collaborative learning was a factor for at-risk boys' disaffection. Problem-based learning and technology use were factors for engagement when implemented with appropriate strategies. These results and the participants' recommendations suggest that individual instruction and coaching during preliminary research are effective supports to put in place before addressing a final project in a problem-based learning project. This study contributed to positive social change in middle school education, benefiting at risk-boys, their families, and communities, by informing current teaching methods and learning environments that are best suited to engage at-risk boys, help them succeed in school, and give them the opportunity to reach their innate potential.
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Gobby, Brad. "Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate". Thesis, Gobby, Brad (2006) Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/41/.
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This study investigates the current influence of conservative political, social and economic forces in structuring the perspectives of five pre-service teachers on the education of boys. I argue that these perspectives are constituted by a conservative assemblage of essentialist discourses of sexuality and neoliberal capitalism and these largely extend the indomitable power of conservative forces increasingly shaping social relations inside and outside the field of education.
The interviews reveal that conservative discourses of sexual difference dominate the perspectives on boys and their schooling and this reliance on essentialist notions of sexuality effectively gives rise to a conflicting roles discourse that informs a recuperative masculinity politics and feminist backlash. I argue the social transformation effected by neoliberal economics is largely silenced when discussing boys and education and this allows participants to largely 'blame' feminism for the transformation of labour markets, work patterns, family relationships and gendered subjectivities, silencing its powerful influence. I contend personal insecurity and anxiety generated by neoliberal economic transformation have proliferated conservative discourses of sexuality, producing a defence of rigid sexual boundaries that proscribe the potential of male and female bodies by capturing their 'becoming', and to this extent I argue that conservative discourses of sexual difference are coextensive with the aims of neoliberal capitalism. However, rather than position men as victims, I argue the conservative assemblage including the boys' debate make available diverse ways for many individuals to experience their body powerfully, with the attributes and capacities of hegemonic masculinity being proliferated. The boys' debate is one resource for producing powerful subjectivities while extending the territory of the conservative assemblage increasingly constituting our world.
Methodologically this is a qualitative inquiry that utilizes discourse analysis extensively informed by poststructural theories of knowledge, power and the subject. I also make connections with the work of Deleuze and Guattari and the theories of corporeal feminism, including a theory of the body as a machinic assemblage in order to interrogate the conservative territorialisation of subjectivity and social relations. Finally, I argue the need to consider the alignment of discourses of sexual difference, neoliberal capitalism and the body in order to create a future beyond the limits currently defined by our culture.
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Gobby, Brad. "Captured becomings : an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate /". Gobby, Brad (2006) Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/41/.
Pełny tekst źródłaStreszczenie:
This study investigates the current influence of conservative political, social and economic forces in structuring the perspectives of five pre-service teachers on the education of boys. I argue that these perspectives are constituted by a conservative assemblage of essentialist discourses of sexuality and neoliberal capitalism and these largely extend the indomitable power of conservative forces increasingly shaping social relations inside and outside the field of education.
The interviews reveal that conservative discourses of sexual difference dominate the perspectives on boys and their schooling and this reliance on essentialist notions of sexuality effectively gives rise to a conflicting roles discourse that informs a recuperative masculinity politics and feminist backlash. I argue the social transformation effected by neoliberal economics is largely silenced when discussing boys and education and this allows participants to largely 'blame' feminism for the transformation of labour markets, work patterns, family relationships and gendered subjectivities, silencing its powerful influence. I contend personal insecurity and anxiety generated by neoliberal economic transformation have proliferated conservative discourses of sexuality, producing a defence of rigid sexual boundaries that proscribe the potential of male and female bodies by capturing their 'becoming', and to this extent I argue that conservative discourses of sexual difference are coextensive with the aims of neoliberal capitalism. However, rather than position men as victims, I argue the conservative assemblage including the boys' debate make available diverse ways for many individuals to experience their body powerfully, with the attributes and capacities of hegemonic masculinity being proliferated. The boys' debate is one resource for producing powerful subjectivities while extending the territory of the conservative assemblage increasingly constituting our world.
Methodologically this is a qualitative inquiry that utilizes discourse analysis extensively informed by poststructural theories of knowledge, power and the subject. I also make connections with the work of Deleuze and Guattari and the theories of corporeal feminism, including a theory of the body as a machinic assemblage in order to interrogate the conservative territorialisation of subjectivity and social relations. Finally, I argue the need to consider the alignment of discourses of sexual difference, neoliberal capitalism and the body in order to create a future beyond the limits currently defined by our culture.