Keddie, Amanda and Churchill, Rick (2003) Control and constraint: issues of concern for boys in the middle years of schooling. Primary and Middle Years Educator, 1 (3). pp. 3-10. ISSN 1447-6436
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Text (Published Version)
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Abstract
Within the context of acknowledging that positive teacher-student relationships are central to improving educational outcomes, boys' desire for greater control and autonomy over their everyday school lives and their resentment with being controlled and constrained by their teachers' enactments of authority, is presented in the article. With the purpose of developing more equitable relations that are informed by sound educational research and gender theory, call for schools to construct professional learning communities is supported. Given the impasse in boys' education and the unacceptable levels of disengagement continuing to characterise the middle years, this holistic response as critical in working towards 'best practice' is seen.
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Statistics for this ePrint Item |
| Item Type: | Article (Commonwealth Reporting Category C) |
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| Refereed: | No |
| Item Status: | Live Archive |
| Faculty / Department / School: | Historic - Faculty of Education |
| Date Deposited: | 30 Nov 2007 11:47 |
| Last Modified: | 25 Jun 2014 02:18 |
| Uncontrolled Keywords: | teachers; education; interpersonal relations; best practices; employment practices; teacher-student relationships |
| Fields of Research : | 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology 17 Psychology and Cognitive Sciences > 1701 Psychology > 170105 Gender Psychology 13 Education > 1303 Specialist Studies in Education > 130308 Gender, Sexuality and Education |
| Socio-Economic Objective: | C Society > 93 Education and Training > 9399 Other Education and Training > 939904 Gender Aspects of Education |
| URI: | http://eprints.usq.edu.au/id/eprint/14548 |
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