Do girls do better in single-sex or co-educational schools?

Up to now, discussion has centred on girls academic achievements in single or mixed-sex groups, but Pat Mahony 's research clearly demonstrates that this is not the only issue, and that co-education is damaging for girls socially as well as academically. She challenges the argument that co-education is desirable because it is more normal. Her research reveals that it is normal for girls to be put down in class, to be verbally abused and sexually harassed by boys, and yes, this will be their normal experience as women. But does this justify the way girls are treated in schools? Pat Mahony goes on to explore some of the reasons behind this state of affairs and suggests that the answer lies in sexual politics, not biology.

The book concludes with practical suggestions for bringing about change in schools, including case-studies from existing projects.

This volume presents debates on class within an international context. Its particular focus is on women's theorized experience of social class from a variety of feminist perspectives, contextualized in relation to the countries and regions in which they live. Using personal experience as a basis, contributors cover Australia, Bangladesh, Botswana, Britain, Canada, Czechoslovakia and the Czech Republic, India, Israel, Korea, New Zealand, Poland, and the USA - iluminating the differences and similarities between regions. Challenging the view that "class is dead" as well as the idea that it is a British phenomenon, the book argues that class needs to be regarded as a key concept in any attempt to understand women's lives. It also reflects on personal and political experiences of class around the world in order to understand the mechanisms through which class discrimination operates and is mediated by gender, sexuality, ethnicity and racism.

Originally published in 1984. The history of sex in the last 100 years has usually been written as a story of progress from repression to sexual liberation. This book argues that the reverse is true, demonstrating that the 'sexual revolution' came as a backlash to a women's movement which challenged men's sexual abuse and tried to reconstruct male sexuality in women's interest. At first it looks at those groups at the turn of the twentieth century who campaigned to challenge prevailing ideas about sexual behaviour. It moves on to review the work of the most influential sexologists Ellis, Kinsey, Masters and Johnson, and then presents a critical analysis of the sex magazine Forum.

Originally published in 1984. The history of sex in the last 100 years has usually been written as a story of progress from repression to sexual liberation. This book argues that the reverse is true, demonstrating that the 'sexual revolution' came as a backlash to a women's movement which challenged men's sexual abuse and tried to reconstruct male sexuality in women's interest. At first it looks at those groups at the turn of the twentieth century who campaigned to challenge prevailing ideas about sexual behaviour. It moves on to review the work of the most influential sexologists Ellis, Kinsey, Masters and Johnson, and then presents a critical analysis of the sex magazine Forum.

Significant changes in the policy and social context of teaching over the last 30 years have had substantial implications for teacher professionalism. As the influence of central regulation and marketisation has increased, so the scope for professional influence on policy and practice has in many cases diminished. Instead, teachers have had to respond to a range of other demands stemming from broader social changes, including greater public scepticism towards professional authority combined with demands for public services that are more responsive to diverse cultural and social identities. This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting on teaching and how teachers might change their practice for the better. The central premise of the book is that if research is going to be helpful in improving professional learning and the quality of teachers' practice, the full potential of three broad approaches to research on teacher professionalism needs to be brought to bear on these issues: research on the changing political and social context of professional work and practice research on the working lives and lived experiences of teachers, and research on how teachers' professional practices might be enhanced. In bringing together and drawing out the complementarities of these three approaches, this book represents a ground-breaking collection of work.

One of the greatest resources a school has is its staff. How teachers themselves, and their work, are defined is therefore matters of utmost importance. Major trends of increased control and 'new mangerialism' are occurring ind most OECD countries, radically altering both the content and form of teacher education. This book outlines recent changes in teacher education and professional development and, by drawing on recent research findings, explores the positive and negative impacts on the nature of teaching and the shape of the profession.

One of the greatest resources a school has is its staff. How teachers themselves, and their work, are defined are therefore matters of utmost importance. Major trends of increased control and 'new mangerialism' are occurring in most OECD countries, radically altering both the content and form of teacher education. This book outlines recent changes in teacher education and professional development and, by drawing on recent research findings, explores the positive and negative impacts on the nature of teaching and the shape of the profession.

This text focuses on the theory of class as it relates to women. It debates questions such as: how do women define themselves in terms of social class and why?; is definition important or not?; what part does education play in our understanding of class?; and how does class affect relationships?

This text focuses on the theory of class as it relates to women. It debates questions such as: how do women define themselves in terms of social class and why?; is definition important or not?; what part does education play in our understanding of class?; and how does class affect relationships?

Do girls do better in single-sex or co-educational schools? Up to now, discussion has centred on girls' academic achievements in single or mixed-sex groups, but Pat Mahony's research clearly demonstrates that this is not the only issue, and that co-education is damaging for girls socially as well as academically. She challenges the argument that co-education is desirable because it is more normal. Her research reveals that it is normal for girls to be 'put down' in class, to be verbally abused and sexually harassed by boys, and yes, this will be their 'normal' experience as women. But does this justify the way girls are treated in schools? Pat Mahony goes on to explore some of the reasons behind this state of affairs and suggests that the answer lies in sexual politics, not biology. The book concludes with practical suggestions for bringing about change in schools, including case-studies from existing projects.

Significant changes in the policy and social context of teaching over the last 30 years have had substantial implications for teacher professionalism. As the influence of central regulation and marketisation has increased, so the scope for professional influence on policy and practice has in many cases diminished. Instead, teachers have had to respond to a range of other demands stemming from broader social changes, including greater public scepticism towards professional authority combined with demands for public services that are more responsive to diverse cultural and social identities. This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting on teaching and how teachers might change their practice for the better. The central premise of the book is that if research is going to be helpful in improving professional learning and the quality of teachers' practice, the full potential of three broad approaches to research on teacher professionalism needs to be brought to bear on these issues: research on the changing political and social context of professional work and practice research on the working lives and lived experiences of teachers, and research on how teachers' professional practices might be enhanced. In bringing together and drawing out the complementarities of these three approaches, this book represents a ground-breaking collection of work.