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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27918
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dc.contributor.authorDaniels, Harryen_UK
dc.contributor.authorCreese, Angelaen_UK
dc.contributor.authorHey, Valerieen_UK
dc.contributor.authorLeonard, Dianaen_UK
dc.contributor.authorSmith, Marjorieen_UK
dc.date.accessioned2018-10-05T14:38:26Z-
dc.date.available2018-10-05T14:38:26Z-
dc.date.issued2001-08en_UK
dc.identifier.urihttp://hdl.handle.net/1893/27918-
dc.description.abstractIn this article on gender and learning Harry Daniels and colleagues suggest that boys experience a contradiction between the cultural messages and practices associated with masculinity (competition and individuality) and the teaching practices typical of successful primary schooling (collaboration and codependency). They consider the impact of this contradiction on the question of boys' underachievement, and their account of the views of children as to whether boys and girls learn the same or differently makes salutary reading. 'Which pedagogy,' they ask, 'suits who best?'en_UK
dc.language.isoenen_UK
dc.publisherWileyen_UK
dc.relationDaniels H, Creese A, Hey V, Leonard D & Smith M (2001) Gender and learning: Equity, equality and pedagogy. Support for Learning, 16 (3), pp. 112-116. https://doi.org/10.1111/1467-9604.00201en_UK
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.rights.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_UK
dc.titleGender and learning: Equity, equality and pedagogyen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31en_UK
dc.rights.embargoreason[Daniels_et_al-2001-Support_for_Learning.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.identifier.doi10.1111/1467-9604.00201en_UK
dc.citation.jtitleSupport for Learningen_UK
dc.citation.issn1467-9604en_UK
dc.citation.issn0268-2141en_UK
dc.citation.volume16en_UK
dc.citation.issue3en_UK
dc.citation.spage112en_UK
dc.citation.epage116en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.funderUniversity of Birminghamen_UK
dc.author.emailangela.creese@stir.ac.uken_UK
dc.citation.date07/01/2003en_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.identifier.scopusid2-s2.0-29144497144en_UK
dc.identifier.wtid995849en_UK
dc.contributor.orcid0000-0002-6943-0039en_UK
dcterms.dateAccepted2003-01-07en_UK
dc.date.filedepositdate2018-09-26en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorDaniels, Harry|en_UK
local.rioxx.authorCreese, Angela|0000-0002-6943-0039en_UK
local.rioxx.authorHey, Valerie|en_UK
local.rioxx.authorLeonard, Diana|en_UK
local.rioxx.authorSmith, Marjorie|en_UK
local.rioxx.projectProject ID unknown|University of Birmingham|http://dx.doi.org/10.13039/501100000855en_UK
local.rioxx.freetoreaddate2251-08-01en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||en_UK
local.rioxx.filenameDaniels_et_al-2001-Support_for_Learning.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source0268-2141en_UK
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