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Lessons in Educational EqualitySuccessful Approaches to Intractable Problems Around the World$
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Jody Heymann and Adele Cassola

Print publication date: 2012

Print ISBN-13: 9780199755011

Published to Oxford Scholarship Online: May 2012

DOI: 10.1093/acprof:oso/9780199755011.001.0001

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Improving Boys’ Achievement in Early Childhood and Primary Education

Improving Boys’ Achievement in Early Childhood and Primary Education

Chapter:
(p.265) 12 Improving Boys’ Achievement in Early Childhood and Primary Education
Source:
Lessons in Educational Equality
Author(s):

Merle Froschl

Barbara Sprung

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199755011.003.0012

In many countries around the world, boys are not faring as well as girls academically. The lack of success that young boys are experiencing is a gender equity issue, and calls for the intentional focus and concerted effort that has worked so well over the past several decades to address inequities in girls’ education. This chapter synthesizes research from the United States and from countries around the world that documents the difficulties that boys are experiencing in school and the strategies that are being employed to remedy the situation. It focuses in particular on how boys are faring in the increasingly academic, teacher-directed approach to early childhood education. Drawing on evidence from programs from nations and states around the world, it goes on to propose strategies to reduce the negative educational outcomes that disproportionately affect boys during the early years and beyond.

Keywords:   Boys’ education, gender equity, gender gap, early childhood education, pre-school, kindergarten, elementary school, boys’ achievement

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