Book Cover -- Half-Title -- Title -- Copyright -- Contents -- Preface -- Introduction -- Setting the Scene -- A Theoretical and Philosophical Frame -- Learning Theory and Cognitive Style -- References -- I Pedagogy and Gender -- 1 Defining Pedagogy -- Introduction -- Changing Perceptions of Pedagogy -- Developments in Views about Learning and Teaching -- Redefining Pedagogy -- Perspectives on Feminist Pedagogy -- Summary -- References -- 2 A Girls' Pedagogy 'In Relationship' -- The Compelling Need -- A Pedagogy for Whom? -- The Education-Gender System -- A Girl-friendly Pedagogy and Girl-hostile Boys -- Education for Living at Home and in the World -- Conclusion -- Notes -- References -- 3 Citizenship, Difference and Marginality in Schools: Spatial and Embodied Aspects of Gender Construction -- Introduction -- The Theoretical Framework -- Citizenship and Individuality -- The Problem of Difference -- Marginality -- Focusing Research on Education and Schools -- Restructuring, Equal Opportunities and Individualization -- Curriculum, Equal Opportunities and Abstract Pupils -- Everyday Processes in Schools -- Curriculum of the Body -- Space -- Metaphors -- 'A Hundred Rules for the Girls' -- Pedagogic Implications -- Notes -- References -- 4 The Pedagogy of Difference: An African Perspective -- Introduction -- Conceptualizing the Pedagogy of Difference and Empowerment -- The Pedagogy of Difference in Pre-colonial and Colonial Africa -- The Pedagogy of Difference in Contemporary African Society -- Towards a Pedagogy of Empowerment -- Notes -- References -- 5 Gender Identity and Cognitive Style -- Background -- Introduction -- Level and Style -- The Evidence -- Males Extract, Females Embed -- Impulsiveness versus Reflection (Inhibition) -- The Locus of Control -- Cooperation or Competition -- Explanations and Implications -- Causal Factors.

Pedagogic Implications -- References -- II Dijferential Learning and Performance -- 6 Scholarship, Gender and Mathematics -- New Scholarship on Gender and Mathematics -- Cognitive Science Perspective -- Feminist Perspectives -- New Research Perspectives: Some Contrasts -- References -- 7 Girls and Information Technology -- Introduction -- The Evidence -- Attitudes Towards Computers -- Computer Use in School -- Computer Use Outside School -- Explanations and Interventions -- Mixed Gender Interactions and Computer-use -- Computers and Mathematics -- Modes and Styles of Working with IT -- Gender and Educational Software -- Concluding Remarks -- Acknowledgment -- References -- 8 Research on English and the Teaching of Girls -- Introduction -- What is the Nature of Girls' Success in English? -- Learning Different Literacies -- Who is Disadvantaged? -- Voluntary Reading and Involuntary Learning -- Boys' and Girls' Achievements in English: The Extent of the Difference -- Are GCSE Results Typical of Other Findings about Pupils of Different Age Groups? -- What was the Scope of APU Assessment in English? -- APU Assessment of reading -- APU Assessment of writing -- Result from previous o-level and CSE Examination in Engish -- Entry patterns and expectations in English /English Literature -- The effect of coursework -- Qualitative analysis of written coursework -- Conclusion -- Note -- References -- 9 Girls' Achievement in Science and Technology-Implications for Pedagogy? -- Introduction -- Factors Associating with Girls' Success in Science and Technology -- Expectations -- Teaching Style -- Content, Context and Presentation -- Maturation and Personality -- Cognitive Style -- Assessment Effects -- Girls as Deficient Learners -- Discussion -- Conclusion -- References -- 10 Is There a Space for the Achieving Girl? -- Learning French in the Eighteenth Century.

French and the Sexed Mind -- Learning French in the Nineteenth Century -- Notes -- References -- 11 A Socially Just Pedagogy for the Teaching of Mathematics -- The Story Begins-What Is Going On? -- Explanations for Gender Differences-Where and When Are They Observed? -- Why? -- Moving Towards a Socially Just Mathematics -- Note -- References -- III Interventions -- 12 Redefining Achievement -- Three Feminist Frames of Reference -- A Multi-faceted Diamond-The Scene Under Observation -- Linking Constructions of Gender, Science and Assessment -- Gendered Dualisms and Science -- Gendered Dualisms and Assessment -- Reward Holistic Learning (both abstract and holistic) -- Encourage Qualitative Understanding (both quantitative and qualitative) -- The Means Effects the Ends (both outcomes and process) -- Intrinsic Motivation Through Explicit Guidelines (both competition and cooperation) -- Recognizing the Pervasiveness of Subjectivity (both objective and subjective) -- The Knower Is Not Distanced from the Known (both knower/mind and knowablel/nature) -- Multiplicity Provides Higher Quality Information (both hierarchical and multiplicity) -- Valuing Values (always value-driven) -- A Change Opportunity: The Victorian Certificate of Education -- Lessons from Physics -- Work Requirements -- Common Assessment Tasks (CATs) -- Social Context -- Criteria -- New Teaching Approaches -- Assessment Matching the Course Aims -- How Has the Assessment Transformed the Curriculum? -- Has this Redefinition Altered Outcomes for Girls? -- Participation of Girls in Physics -- Achievement -- Why Do Girls Achieve Better Grades with the VCE? -- Good for All Girls? -- Two Steps Forward, One Step Back -- Conclusions -- Notes -- References -- 13 Single-sex Settings: Pedagogies for Girls and Boys in Danish Schools -- Abstract -- Introduction.

Research on the Method of Single-sex Settings and the Development of a Pedagogical Theory -- Politics and Strategies -- Equal Rights, Equal Opportunities or Equal Worth-Which Strategy? -- The Issue of Empowering Girls -- Teaching Girls is Different from Teaching Boys -- Empowering Boys-and Developing Awareness of and Commitment to Counter Sexism -- Segregation and Pedagogical Practice -- Single-sex Settings as Means to Heighten Self-esteem and Awareness of Sexism in Girls as well as Boys -- Gender segregation and Pedagogical Theory -- Personal Development, Awareness of Discrimination and Political Understanding -- The Pedagogical Method of Polarization -- Reflections -- Note -- References -- 14 Intervention Programs in Science and Engineering Education: From Secondary Schools to Universities -- Introduction -- What is 'Gender-Inclusive'? -- Different Gender, Different Interests, Different Cognitive Styles -- The Evolution of Intervention Programs in Secondary Schools: A Case Study -- The Process of Change -- Gendered Faculties in Tertiary Education -- Background -- The Chilly Learning Environment-Factors for Change -- Marginalization -- Prior Experience -- Attribute Style and Retention -- Some Tertiary Case Studies of Intervention Programs -- The Loneliness of the Long Distance-Resistance to Change -- Towards a Transformed, Gender-balanced Curriculum -- References -- 15 How Do We Get Educators to Teach Gender Equity? -- How Do We Get Educators to Teach Gender Equity? -- The Computer Equity Expert Project, 1990-93 -- Teacher Education Equity Project, 1993-96 -- What Works? -- Seminar Content -- Seminar Atmosphere -- Follow-up -- What Happens When Educators Teach Gender Equity? -- Conclusion -- References -- 16 Gender, Teachers and Changing Practiees: Voices from Schools -- 'Gender' Packaged as Another Change Product to Buy.

Towards Gender Awareness Through Discipline and Welfare Issues-A Mode! for How Teachers Change -- Changing Physics to Suit the Girls? -- References -- 17 The Emotional Dimensions of Feminist Pedagogy in Schools -- Introduction -- The Mixed Emotions of Teachers -- Feminist Pedagogies: Pleasure and Pain -- Therapy and Nurturance -- Authoritarian Feminisms -- Conclusions -- References -- 18 Review and Conclusions: A Pedagogy or a Range of Pedagogic Strategies? -- Science and Technology -- Mathematics -- Language -- Interventions -- Conclusions -- Bibliography -- Colloquium Papers -- Other References -- UNESCO/Institute of Education Colloquium 10-12 January 1995 'Is There a Pedagogy for Girls?' -- Notes on Contributors -- Index.