Introduction
In recent years there has been much research into gender learning
issues and the apparent learning disparity between boys and girls.
Such research has included investigations into boys' underachievement
in literacy and girls' underachievement in mathematics. The aim of
such research is to recognise key reasons why such trends are
occurring and perhaps more importantly, to address these within the
classroom.
Since the introduction of the National Curriculum, national testing
and assessment has provided a comprehensive account of attainment at
all key stages, especially in the key areas of numeracy, literacy and
science. However, such results should not be used exclusively when
discussing gender learning difference. It is also important to
consider the role of gender stereotyping, attitude and classroom
behaviour, and consider how these affect the learning process.
In this essay I will discuss the key issues and the reasons behind
this underachievement, the ways these can be addressed at school level
and the impact these have within the classroom.
Boys and Literacy
It is a common belief that historically girls perform better in
English than boys. Past and present research support this theory as
the table below illustrates.
In the 1998 OfSTED (Office for Standards in Education) Report Recent
Research on Gender and Educational Performance the figures showed that
at Key Stage 1 girls were already outperforming boys in reading with
83% of girls at the expected level and only 73% of boys (OfSTED,
1998). More recent research indicates that this trend still holds true
in Key Stage 2, the OfSTED Report The National Literacy and Numeracy
Strategies and the Primary Curriculum states that th...
... middle of paper ...
..., Scott, D. & Soler, J. (2001) Knowledge,
Power and Learning. London: Paul Chapman Publishing Ltd.
West-Burnham, J. (1997) Managing Quality in Schools. London: Pitman
Publishing.
Wragg, E.C., Wragg, C.M., Haynes, G.S. & Chamberlin, R.P. (1998)
Improving Literacy in the Primary School. London: Routledge.
- Journals
Literacy and Learning September/October 2001
Teaching and Learning April/May 2003
- Government Documents
Office for Standards in Education (2003) The National Literacy and
Numeracy Strategies and the Primary School.
Office for Standards in Education (2002) St Margaret's Churchof
England Junior School Panda Report.
Office for Standards in Education (1998) Recent Research on Gender and
Educational Performance.
Office for Standards in Education (2001/02) Standards and Quality in
Education.
- Websites
www.dfes.gov.uk
Sadker, Myra, David Sadker, and Susan Klein. "The Issue of Gender in Elementary and Secondary Education." Review of Research in Education 17 (1991): 269. JSTOR. Web. 14 Mar. 2012.
The United States of America’s use of the atomic bomb on the Japanese cities of Hiroshima and Nagasaki has spurred much debate concerning the necessity, effectiveness, and morality of the decision since August 1945. After assessing a range of arguments about the importance of the atomic bomb in the termination of the Second World War, it can be concluded that the use of the atomic bomb served as the predominant factor in the end of the Second World War, as its use lowered the morale, industrial resources, and military strength of Japan. The Allied decision to use the atomic bomb not only caused irreparable physical damage on two major Japanese cities, but its use also minimized the Japanese will to continue fighting. These two factors along
Therefore if I were to do this study again I would do a pilot study
...s who would do anything to win their war so a powerful weapon was needed to weaken their will. The bomb?s intense impact saved more soldiers? and civilians? lives involved in the war than it destroyed. The damage the atomic bombs produced was miniscule compared to the massacres the Japanese militarists created. The bomb clearly improved American foreign relations, especially with the Soviet Union. The choice to use the atomic bomb was justified because it coerced a Japanese surrender, saved countless lives, served as retribution for the sufferings of many people, and acted as an anti-Soviet deterrent.
On August 6th, 1945, the United States of America dropped the world’s first atomic bomb on the city of Hiroshima in Japan. Two days later, a second bomb was dropped on the city of Nagasaki. These two bombs were the most devastating weapons ever seen, and their effects on human beings and property were plainly horrifying. Approximately 110,000 people were killed; most of them were innocent civilians who just happened to have lived in the wrong place at the wrong time. Although using this weapon was an atrocity to both the Japanese, and humanity in general, the world was at war. No matter what ulterior motives may have existed, the fact remains that the bomb was a justifiably necessary measure to bring an early end to aggressive war that was instigated by Japan. Japan would never have surrendered unconditionally, as decreed in the Potsdam Ultimatum. Invasion of the Japanese home islands were out of the question because of the ferocious defense that would have been staged, and the huge number of casualties that it would entail. The bomb shocked the Japanese militarists into surrender and gave the “peace-party” the added credibility they required to bring about a quick end to the war. The use of the bomb also kept Russia out of the war, preventing problems that had occurred in post-war Germany, and later on in Korea. When all factors are taken into consideration, the use of the atomic bomb actually saved more lives, both Japanese and American than it took.
The attack at Pearl Harbor was the event that caused the U.S. to decide to be involved in the war. After this incident, the U.S. was trying to find a way to retaliate and counterattack against Japan. Some thought that the only way to do so was by using atomic bombs. People like, General Dwight Eisenhower, Harry S Truman, and a group of scientists believed that the use of the bomb would do good, and finally end everything. Eisenhower believed that because the use of the atomic bomb was successful in New Mexico, it would also be successful in Japan as well. Harry S Truman thought that even the atomic bomb was the most destructive weapon in the history of the world, it could be made the most useful. He stated that, “it was ...
In this article, Shaw and Lee describe how the action of labels on being “feminine” or “masculine” affect society. Shaw and Lee describe how gender is, “the social organization of sexual difference” (124). In biology gender is what sex a person is and in culture gender is how a person should act and portray themselves. They mention how gender is what we were taught to do in our daily lives from a young age so that it can become natural(Shaw, Lee 126). They speak on the process of gender socialization that teaches us how to act and think in accordance to what sex a person is. Shaw and Lee state that many people identify themselves as being transgendered, which involves a person, “resisting the social construction of gender into two distinct, categories, masculinity and femininity and working to break down these constraining and polarized categories” ( 129). They write about how in mainstream America masculinity and femininity are described with the masculine trait being the more dominant of the two. They define how this contributes to putting a higher value of one gender over the other gender called gender ranking (Shaw, Lee 137). They also speak about how in order for femininity to be viewed that other systems of inequality also need to be looked at first(Shaw,Lee 139).
Short Answers: define and give an example in two or three sentences (5 points each).
Gender stratification can be described as unequal power, wealth, and privileges between men and women. This stratification is more generally aimed at women who are oppressed in the work place, economic class status, and many other aspects of life because of their gender. We can blame this on the patriarchal culture that we prescribe too, where males hold primary power and privileges in our society. Two of the most common aspects of gender stratification that we see in the United States includes the wage gap between men and women and the violence that women face. There are many more aspects to gender stratification, however, these two topics seem to be a gender stratification problem all over the world.
Gender inequality is often a broad, abstract, and vague idea. This is one of the great puzzles of modern society and explaining gender inequality has proven to be a challenging task to say the least. After all the years spend on this subject, we have not been able to discover why the blooming of equality has failed. While some argue that it was wrong to ever challenge the practices that oppress women, others add that the mistake was to believe that women and men are inherently the same and we are simply collecting the inescapable sequence of nature. How much true is in these arguments? Could there be another answer?
In this lesson, all three dimensions of the Quality Teaching Framework [QTF] are used to ensure pedagogy that promotes intellectual quality, a quality learning environment and ensures the significance of their work is known to students (NSW Department of Education and Training [DET], 2003). To guide my practice in meeting the needs of the students within this class, I have focused on substandards 1.4, 1.5, 1.6, 3.1, 3.5, 4.1, 4.3, and 5.2 from the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership [AITSL], 2011).
The critical rank for reducing gender inequalities should be education, labor force participation, and lastly, wages. There are obvious differences between men and women whether it’s anatomically, financially, and so forth. The gender inequalities women face compared to men is alarming and saddening. Gender stereotypes reinforce gender inequalities because stereotypes can often be internalized which results in biases against either sex. These biases against a person can result in negative results. Gender inequality has been within our society for a long time especially amongst women.
Gender inequality is the unequal treatment of perception of an individual based on their gender. Gender inequality occurs when gender roles created by society are challenged. This often takes place in the work environment, education system, politics, and domestic duties. For men, gender inequality is common in custody battles. Even the fittest of fathers has a hard time gaining custody of his children against the children’s mother. “83% of mothers receive custody of their children in divorces. (N. 2014.)” The lack of custody equality goes back to a time when women were the homemakers and men were the breadwinners. 30 plus years later, society still has a hard time shaking this mindset. For women, gender inequality
Students are more focused and therefore have better test scores in single-sex classrooms. Although stereotypes are formed because of separating genders, a study in the 2009 British Educational Research Journal concluded that in single-sex classrooms, girls achieve more in math and science while boys achieve more in English (Kwong). Stereotypes have been developed early on of what girls and boys are more proficient at. Naturally girls are better at English; boys, math and science (compound sentence: elliptical construction). Single-sex classes encourage girls to pursue more in science and math and boys in English because it takes away gender stereotypes. If a boy and a girl are in the same science class working together, the girl becomes the scribe to write down data while the boy is doing the experiment (Kwong). Math and scien...
The United States, like all other societies, places women and men unequally at many different levels of social organization (Long). Gender inequality remains a major barrier to human development. Gender inequality refers to the unequal treatment or perceptions of individuals wholly or partly due to their gender. Gender is a primary marker of social and economic stratification. Gender inequality is a characteristic of most societies, with males on average having more and better opportunities in positions at social, economic and political hierarchies. Gender inequality exists in employment, politics, sports and even formal education. Gender socialization, gender stratification, social construction of gender,