Boys as Writers: Perspectives on the Learning and Teaching of Writing in Three Primary Schools

Autor/inn/en	Edwards, Gillian; Jones, Jane
Titel	Boys as Writers: Perspectives on the Learning and Teaching of Writing in Three Primary Schools
Quelle	In: Literacy, 52 (2018) 1, S.3-10 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12122
Schlagwörter	Males; Writing Instruction; Writing Achievement; Interviews; Teacher Surveys; Student Surveys; Classroom Environment; Classroom Techniques; Teaching Methods; Achievement Need; Elementary School Students; Writing Attitudes; Student Attitudes; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Schreibunterricht; Interviewing; Interviewtechnik; Schülerbefragung; Klassenklima; Unterrichtsklima; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Ausland
Abstract	Boys' attitude to writing is widely perceived as an issue in English primary and secondary schools. Prior research has identified a link between negative attitudes to writing and lower achievement and raised the issue of the stereotyping of boys as underachievers in literacy. The study reported here suggests that if we are to understand the problems associated with the underachievement of boys, we should take into account boys' perspectives on their experiences as literacy learners. In this study, boys aged 8-11 drawn from three London schools in the UK, were interviewed in small groups annually over 3 years of their primary schooling. The boys' teachers were also interviewed separately. These interviews generated insights into the teachers' views of the boys and the boys' views of themselves as literacy learners, especially as writers. The data indicated the boys were highly sensitive to the social situation in the classroom. The boys responded best to their literacy learning when their teachers treated them as individuals, valued their ideas and incorporated strategies for developing learner agency into their daily classroom practice. This article concludes that a teaching approach that includes consulting children about what helps or hinders their learning and a fresh teacher focus on gender issues would increase gender awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01