I Can Hardly Wait Till Monday: Women Teachers Talk about What Works for Them and for Boys.

Autor/in	Hartman, Deborah
Institution	Newcastle Univ., Callaghan (Australia). Family Action Centre.
Titel	I Can Hardly Wait Till Monday: Women Teachers Talk about What Works for Them and for Boys.
Quelle	(1999), (118 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0725-9000-40
Schlagwörter	Aboriginal Australians; At Risk Persons; Case Studies; Childhood Needs; Day Care; Educational Practices; Elementary Secondary Education; Females; Foreign Countries; Gender Issues; Program Descriptions; Rural Education; Student Participation; Teacher Student Relationship; Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Aborigines; Australia; Australien; Risikogruppe; Case study; Fallstudie; Case Study; Childhood; needs; Kindheit; Bedürfnis; Tagespflege; Bildungspraxis; Weibliches Geschlecht; Ausland; Geschlechterfrage; Ländliche Erwachsenenbildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Noting that the majority of teachers of boys are women, this book provides a series of case studies in which experienced women teachers talk about enjoying and using boys' energy in the classroom, tuning in to the ways that boys communicate, and varying lessons to suit all learning styles. Case studies from various schools in Australia illustrate how women and men teachers are working together to assist male students as they learn subject matter and process messages received about being a learner and being male, and about relationships with each other and with girls. Chapters 1 and 2 detail the problems that parents, teachers, and boys face with boys' achievement and behavior and suggests that the "boyswork" is an emerging practice that aims to address the academic and social needs of boys. The remainder of the book is divided into four parts. Part 1 describes teaching strategies in the practice of boyswork that have been successful in engaging boys in classroom learning. Part 2 discusses elements of successful, equitable relationships between boys and girls, and how school structures and strategies can support them. Part 3 presents case studies of programs tailored to differences between boys and girls, including programs for rural boys and Aboriginal boys. Part 4 examines childcare settings and support programs for boys at risk. The book concludes with a description of the men and boys program at the Family Action Centre at the University of Newcastle, New South Wales. (KB)
Anmerkungen	Men and Boys Program, Family Action Centre, University of Newcastle, University Drive, Callaghan, NSW 2308, Australia; Tel: 61-2-4921-8739; Fax: 61-2-4921-8686; e-mail: dhartman@mail.newcastle.edu.au; Web site: http://www.newcastle.edu.au/department/fac/boys (Australian Dollars; Price includes GST, postage and handling within Australia).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC