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|Title:||Place, Gender and Student Outcomes: Implications for Pedagogy Reforms||Contributor(s):||McConaghy, Cathryn Elizabeth (author); Maxwell, Thomas William (author); Foskey, Ros (author); de Blaeij, Machteld (author)||Publication Date:||2008||Handle Link:||https://hdl.handle.net/1959.11/2599||Abstract:||This chapter explores the new socio-spatial dynamics of gendered inequities in schooling in NSW and is complementary to the previous chapter entitled 'Place, Poverty and Student Outcomes'. It reports on key findings in relation to (a) the nature of the unevenness of student outcomes and (b) the impacts of teacher mobilities in rural schooling. The chapter addresses both questions with particular reference to gender. We present variations in student outcomes and gain scores using state-wide data for Years 3, 5, 7 and 8 Literacy and Numeracy and Years 10 and 12 in English and Mathematics by gender. The analysis then considers variations in outcomes by gender and sociological status at district and local school levels in one rural region (the New England Region).||Publication Type:||Book Chapter||Source of Publication:||Spaces and Places: The Rural Teacher Education Project, p. 223-262||Publisher:||Charles Sturt University, Faculty of Education||Place of Publication:||Bathurst, Australia||ISBN:||9781876938734||Fields of Research (FoR) 2008:||220202 History and Philosophy of Education||Socio-Economic Objective (SEO) 2008:||930201 Pedagogy||HERDC Category Description:||B1 Chapter in a Scholarly Book||Publisher/associated links:||http://www.csu.edu.au/research/ripple/docs/tepl/spaces_places.pdf
|Editor:||Editor(s): Green, Bill|
|Appears in Collections:||Book Chapter|
School of Education
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