Since the introduction of mass schooling educationalists have been concerned that large numbers of able children have underfunctioned. This book advocates that the current curriculum needs to be taught differently so as to include all learners and to 'engage their brains' with the curriculum content. Evidence of what is needed and what works with able underachievers, the disaffected and low attainers from a wide range of backgrounds lies in the pedagogy used. It concludes that teaching and learning methods need to be modified to become learning orientated and learner centred rather than subject orientated and teacher centred. Education will then have 'come of age'.
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INTRODUCTION TO PART 1
Understanding and overcoming underachievement in boys
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academic achievement activities analysis approach areas assessment behaviour boys challenge Chapter classroom codes creative culture Cumbria cursive developmental disabled gifted children discussed dysgraphia dyslexia dyslexics Educational Psychology emotional encourage enrichment environment example experience female GCSE gender gifted and talented gifted education gifted students giftedness handwriting high ability highly able children ideas identified individual intellectual involved issues Joan Freeman knowledge Lamar University language learners Learning Difficulties learning disabled gifted lessons letters literacy maths ment metacognition methods Middlesex University Montgomery motivation National Curriculum parents peers Piirto postmodern potential problem-solving problems programme Project Step-Up pupils questions Raven's Progressive Matrices reading role rote learning Ruyton Girls self-efficacy situations social spelling spiral model stereotypes strategies subtests task teachers teaching tests thinking skills tion underachievement underfunctioning understanding verbal WISC-R women and girls words writing