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This bold, forward-thinking text offers a clear rationale for the
development of curricula and pedagogy that will reflect young
people's in-school and out-of-school popular culture practices. By
providing a sound theoretical framework and addressing popular
culture and new technologies in the context of literacy teacher
education, this book marks a significant step forward in literacy
teaching and learning. It takes a cross-disciplinary approach and
brings together contributions from some of the world's leading
figures in the field. Topics addressed include: children's popular
culture in the home informal literacies and pedagogic discourse new
technologies and popular culture in children's everyday lives
teachers working with popular culture in the classroom. This book
illustrates the way in which literacy is evolving through popular
culture and new technology and is an influential read for teachers,
students, researchers and policy makers.
Popular culture, media and new technologies are having an increased
influence on the lives of children and young people, yet this is
not adequately reflected in teaching and the literacy curriculum.
This bold, forward-thinking text offers a clear rationale for the
development of curricula and pedagogy that will reflect children
and young people's out-of-school popular cultural practices.
By providing a sound theoretical framework and addressing popular
culture and new technologies in the context of literacy teacher
education, this book marks a significant step forward in literacy
teaching and learning. It takes a cross-disciplinary approach, and
brings together contributions from some of the world's leading
figures in the field. Topics addressed include:
- children's popular culture in the home
- informal literacies and pedagogic discourse
- new technologies and popular culture in children's everyday
lives
- teachers working with popular culture in the classroom
This book illustrates the way in which literacy is evolving through
popular culture and new technology, and will be an influential read
for teachers, students, researchers and policy-makers.
The "gender gap" in GCSE results continues to be of prime concern,
and there is now a real need for knowledge about how teachers can
address this gap. In this volume, a team of contributors consider
the gender issues particular to each subject of the secondary
curriculum. They discuss effective strategies supported by their
research and practice, and offer some ways forward for teachers.
The book begins with an overview of contemporary social and
cultural approaches to schooling and gender, focusing particularly
on the contribution of feminist scholars to the debate. It further
examines key aspects of the secondary school curriculum and the
implications for learners of their gendered identity. The final
section moves beyond the classroom to discuss the influence of
current theoretical perspectives on the complex inter-relationship
between the curriculum and young peoples' gendered identities, and
its implications for their future development. In discussing the
character of boys' and girls' achievements in a range of school
subjects, the authors seek to "balance the books" by debating the
different, if sometimes competing needs of both boys and girls.
The "gender gap" in GCSE results continues to be of prime concern,
and there is now a real need for knowledge about how teachers can
address this gap. In this volume, a team of contributors consider
the gender issues particular to each subject of the secondary
curriculum. They discuss effective strategies supported by their
research and practice, and offer some ways forward for teachers.
The book begins with an overview of contemporary social and
cultural approaches to schooling and gender, focusing particularly
on the contribution of feminist scholars to the debate. It further
examines key aspects of the secondary school curriculum and the
implications for learners of their gendered identity. The final
section moves beyond the classroom to discuss the influence of
current theoretical perspectives on the complex inter-relationship
between the curriculum and young peoples' gendered identities, and
its implications for their future development. In discussing the
character of boys' and girls' achievements in a range of school
subjects, the authors seek to "balance the books" by debating the
different, if sometimes competing needs of both boys and girls.
Presents research into the differences in boy's and girl's
experiences of the reading and writing curriculum at home and in
school. The book is presented in three sections: an outline of the
theoretical debates on gender difference and academic achievement;
a description of the research into these issues conducted by the
author; and an analysis of the author's findings. In discussing the
outcome of her research, the author aims to highlight further areas
for more detailed study and makes recommendations for the
development of literacy policies, which cross curriculum boundaries
in schools.
Presents research into the differences in boy's and girl's
experiences of the reading and writing curriculum at home and in
school. The book is presented in three sections: an outline of the
theoretical debates on gender difference and academic achievement;
a description of the research into these issues conducted by the
author; and an analysis of the author's findings. In discussing the
outcome of her research, the author aims to highlight further areas
for more detailed study and makes recommendations for the
development of literacy policies, which cross curriculum boundaries
in schools.
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