Within the context of empirical research undertaken by the authors during the course of a 4-year research and intervention project on Raising Boys’ Achievement, the book will focus on approaches that are successful in raising achievement for boys, and the reasons for that success. It will explore the whole aspect of boys’ achievement, and look at how primary schools are addressing the issue, and the processes involved in schools working collaboratively and voluntarily to share good practice. Case study material will be used to illustrate the different contexts in which the strategies have been studied, and of great importance is the incorporation of boys’ and girls’ own perspectives on their educational experiences.
Boys’ achievement has attracted great attention in recent years in many countries. This comprehensive book based on sound research in schools provides practical insights into how the achievement of boysand girls can be raised. It reminds us that it is not all boys or no girlswho underachieve. It demonstrates the respective roles of teaching andlearning, school culture and social factors. No easy answers butexcellent ideas backed by evidence from authoritative, thoroughresearchers with a firm basis in schools." Judy Sebba, Professor of Education, University of Sussex "Teachers will find this book invaluable. It is based on quality researchwhich actually evaluates the impact of the various strategies suggestedfor raising boys' achievement. What is more, in contrast to many of themore 'quick-fix' works in this field, the authors’ discussion and analysisis measured and nuanced, and supported by an in-depth understandingof the wealth of theory and research around gender and achievement.It provides a welcome and weighty contribution to an evercontroversial debate." Becky Francis, London Metropolitan University In this important book, the authors evaluate different approaches and advocate practical, evidence-based strategies, which have the potential to promote boys’ as well as girls’ achievements. The approaches are discussed within the context of inclusivity, acknowledging the diverse needs and interests of different boys and the invisibility and continuing disadvantage of some girls. The book begins and ends with reflections from students of their own school experiences, and makes practical recommendations for the future. This book draws upon empirical research and work initiated as part of the DfES project on Raising Boys’ Achievement. It brings together theoretical and practical issues, and reflects upon the construction of the debate about boys’ apparent under-achievement from the perspectives of girls as well as boys. The authors critically explore notions of under-achievement and ‘value added’, and consider how useful the concept of the ‘gender gap’ is in advancing the debates. Raising Boys’ Achievement in Secondary Schools is key reading for undergraduate and postgraduate Education students, PGCE students, headteachers, senior managers within schools and local education authorities, and policy makers.
Within the context of empirical research undertaken by the authors during the course of a 4-year research and intervention project on Raising Boys’ Achievement, the book will focus on approaches that are successful in raising achievement for boys, and the reasons for that success. It will explore the whole aspect of boys’ achievement, and look at how primary schools are addressing the issue, and the processes involved in schools working collaboratively and voluntarily to share good practice. Case study material will be used to illustrate the different contexts in which the strategies have been studied, and of great importance is the incorporation of boys’ and girls’ own perspectives on their educational experiences.
Boys’ achievement has attracted great attention in recent years in many countries. This comprehensive book based on sound research in schools provides practical insights into how the achievement of boysand girls can be raised. It reminds us that it is not all boys or no girlswho underachieve. It demonstrates the respective roles of teaching andlearning, school culture and social factors. No easy answers butexcellent ideas backed by evidence from authoritative, thoroughresearchers with a firm basis in schools." Judy Sebba, Professor of Education, University of Sussex "Teachers will find this book invaluable. It is based on quality researchwhich actually evaluates the impact of the various strategies suggestedfor raising boys' achievement. What is more, in contrast to many of themore 'quick-fix' works in this field, the authors’ discussion and analysisis measured and nuanced, and supported by an in-depth understandingof the wealth of theory and research around gender and achievement.It provides a welcome and weighty contribution to an evercontroversial debate." Becky Francis, London Metropolitan University In this important book, the authors evaluate different approaches and advocate practical, evidence-based strategies, which have the potential to promote boys’ as well as girls’ achievements. The approaches are discussed within the context of inclusivity, acknowledging the diverse needs and interests of different boys and the invisibility and continuing disadvantage of some girls. The book begins and ends with reflections from students of their own school experiences, and makes practical recommendations for the future. This book draws upon empirical research and work initiated as part of the DfES project on Raising Boys’ Achievement. It brings together theoretical and practical issues, and reflects upon the construction of the debate about boys’ apparent under-achievement from the perspectives of girls as well as boys. The authors critically explore notions of under-achievement and ‘value added’, and consider how useful the concept of the ‘gender gap’ is in advancing the debates. Raising Boys’ Achievement in Secondary Schools is key reading for undergraduate and postgraduate Education students, PGCE students, headteachers, senior managers within schools and local education authorities, and policy makers.
Christians in post-Reformation England inhabited a culture of conversion. Required to choose among rival forms of worship, many would cross - and often recross - the boundary between Protestantism and Catholicism. This study considers the poetry written by such converts, from the reign of Elizabeth I to that of James II, concentrating on four figures: John Donne, William Alabaster, Richard Crashaw, and John Dryden. Murray offers a context for each poet's conversion within the era's polemical and controversial literature. She also elaborates on the formal features of the poems themselves, demonstrating how the language of poetry could express both spiritual and ecclesiastical change with particular vividness and power. Proposing conversion as a catalyst for some of the most innovative devotional poetry of the period, both canonical and uncanonical, this study will be of interest to all specialists in early modern English literature.
“Bassett at last provides a path to understand better the specifically Aztec characteristics of the teteoh and their ritual ‘embodiments.’” —Ethnohistory Following their first contact in 1519, accounts of Aztecs identifying Spaniards as gods proliferated. But what exactly did the Aztecs mean by a “god” (teotl), and how could human beings become gods or take on godlike properties? This sophisticated, interdisciplinary study analyzes three concepts that are foundational to Aztec religion—teotl (god), teixiptla (localized embodiment of a god), and tlaquimilolli (sacred bundles containing precious objects)—to shed new light on the Aztec understanding of how spiritual beings take on form and agency in the material world. In The Fate of Earthly Things, Molly Bassett draws on ethnographic fieldwork, linguistic analyses, visual culture, and ritual studies to explore what ritual practices such as human sacrifice and the manufacture of deity embodiments (including humans who became gods), material effigies, and sacred bundles meant to the Aztecs. She analyzes the Aztec belief that wearing the flayed skin of a sacrificial victim during a sacred rite could transform a priest into an embodiment of a god or goddess, as well as how figurines and sacred bundles could become localized embodiments of gods. Without arguing for unbroken continuity between the Aztecs and modern speakers of Nahuatl, Bassett also describes contemporary rituals in which indigenous Mexicans who preserve costumbres (traditions) incorporate totiotzin (gods) made from paper into their daily lives. This research allows us to understand a religious imagination that found life in death and believed that deity embodiments became animate through the ritual binding of blood, skin, and bone.
Baltimore's Halcyon Days chronicles Baltimore's social elite, their homes, and their lifestyle from the dawn of the Republic to the demise of the fingerbowl. Long and widely renowned as an enclave of good taste and culture, Baltimore has from its inception offered a good life to those who could afford it. From hunt cups to hatpins and terrapins to tophats, Baltimoreans were connoisseurs of the best. When life was their oyster, they knew the best way to have it served.
They also sought to tame political and religious passions and to bring order and stability to Restoration society, a goal which was shared by many members of the landed classes. This book uses their story to illuminate the profound cultural changes which took place after 1660. It also brings to life Henry Somerset (1629-1700) and Mary Capel Somerset (1630-1715), two complex and unique individuals."--BOOK JACKET.
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