Girls' Voices: Supporting Girls' Learning and Emotional Development
The preoccupation with bahaviour rather than emotional need in the British education system biases the assessment procedures in favour of boys and the voices of girls too often go unheard. Yet girls have equally serious and numerous needs. The action research and group development work at the heart of this standards fund project were conducted by teacher researchers committed to the girls they teach and to the deveolpment of research practice. Two reports from the London Borough of Newham form the basis of this book: Girls' Voices: are They on the Agenda? and Engaged Voices: Participatory Approaches to Supporting Girls' Learning and Emotional Development. The result is a telling study, rooted in the real concerns of pupils and schools.
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