Girls' voices : supporting girls' learning and emotional development / Leora Cruddas and Lynda Haddock.

Format:

Book

Author/Creator:

Cruddas, Leora.

Contributor:

Haddock, Lynda.

James Hosmer Penniman Book Fund.

Language:

English

Subjects (All):

Girls--Education--England.

Girls.

Girls--Psychology.

Girls--Education.

England.

Physical Description:

x, 135 pages ; 23 cm

Place of Publication:

Stoke on Trent; Sterling VA : Trentham Books, 2003.

Summary:

The allocation of special educational needs resources targeted at behaviour is consistently skewed: boys generally receive more of the available resources and support. This was certainly true in the report published in 2000 by the London Borough of Newham, which showed the neediness of girls in schools. The findings challenge the assumption that girls have less educational needs than boys -- they do not. But because a preoccupation with behaviour rather than emotional need biases the assessment procedure in favour of boys, girls' voices often go unheard. Girls' Voices describes the initiatives taken in six Newham schools to give girls space to discuss their problems, develop their personal and communication skills and improve their learning, listening to them all along the way. In all six schools, the girls' attendance and performance improved. What the schools did -- and what the girls say about these special provisions and events -- offers models and guidance for all schools who are educating girls.

Contents:

1. Rationale and recommendations 1

2. Rights and wrongs

developments in the policy field 5

3. What we did 13

4. How we made it work 17

5. How schools are making it work 27

6. Girls' perspectives 57

7. What girls need to learn and become emotionally healthy people 71

8. Space to talk: how the girls saw the benefits of group work 79

9. Setting up developmental group work 103

Appendix National Curriculum Objectives 129.

Notes:

Includes bibliographical references (pages 125-127) and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

1858562775

OCLC:

50401318