Results for 'Girls'

634 found
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  1.  39
    Philosophy for Girls: Book Proposal.Melissa Shew & Kim Garchar - forthcoming
    This forthcoming edited volume is written by expert women in philosophy for younger women and girls ages 16-20. It features a range of ethical, metaphysical, social and political, and other philosophical chapters divided into four main sections. Each chapter features an opening anecdote involving women and/or girls from historical, literary, artistic, scientific, mythic, and other sources to lead into the main topic of the chapter.
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  2.  4
    The Trabue Completion Test as Applied to Delinquent Girls.Alida C. Bowler - 1916 - Journal of Experimental Psychology 1 (6):533.
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  3. Constructing the Erotic: Sexual Ethics and Adolescent Girls.Barbara J. Blodgett - 2002 - Pilgrim Press.
  4. Talks for Girls.Aloysius[from old catalog] Roche - 1932 - New York: P. J. Kenedy & Sons.
     
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  5.  25
    “Why Does All the Girls Have to Buy Pink Stuff?” The Ethics and Science of the Gendered Toy Marketing Debate.Cordelia Fine & Emma Rush - 2018 - Journal of Business Ethics 149 (4):769-784.
    The gendered marketing of children’s toys is under considerable scrutiny, as reflected by numerous consumer-led campaigns and vigorous media debates. This article seeks to assist stakeholders to better understand the ethical and scientific assumptions that underlie the two opposing positions in this debate, and assess their relative strength. There is apparent consensus in the underlying ethical foundations of the debate, with all commentators seeming to endorse the values of corporate social responsibility and gender equality. However, the debate splits over three (...)
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  6.  11
    Boys and Girls Learn Differently! A Guide for Teachers and Parents.Michael Gurian & Kathy Stevens - 2010 - Jossey-Bass.
    _A thoroughly revised edition of the classic resource for understanding gender differences in the classroom_ In this profoundly significant book, author Michael Gurian has revised and updated his groundbreaking book that clearly demonstrated how the distinction in hard-wiring and socialized gender differences affects how boys and girls learn. Gurian presents a proven method to educate our children based on brain science, neurological development, and chemical and hormonal disparities. The innovations presented in this book were applied in the classroom and (...)
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  7.  14
    Daily and Trait Rumination: Diurnal Cortisol Patterns in Adolescent Girls.Lori M. Hilt, Michael R. Sladek, Leah D. Doane & Catherine B. Stroud - 2017 - Cognition and Emotion 31 (8):1757-1767.
    Rumination is a maladaptive form of emotion regulation associated with psychopathology. Research with adults suggests that rumination covaries with diurnal cortisol rhythms, yet this has not been examined among adolescents. Here, we examine the day-to-day covariation between rumination and cortisol, and explore whether trait rumination is associated with alterations in diurnal cortisol rhythms among adolescent girls. Participants provided saliva samples 3 times per day over 3 days, along with daily reports of stress and rumination, questionnaires assessing trait rumination related (...)
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  8.  6
    Socioeconomic Status, Body Mass Index and Prevalence of Underweight and Overweight Among Polish Girls Aged 7–18: A Longitudinal Study. [REVIEW]Iwona Wronka - 2014 - Journal of Biosocial Science 46 (4):449-461.
    SummaryThe aim of this paper was to establish whether the influence of socioeconomic factors on BMI and the prevalence of underweight and overweight changes with age. The data were obtained from 1008 schoolgirls aged 16–18 years for whom earlier data on weight and height were available. Their height and body mass were measured and their BMIs calculated. Height and weight in early life were assessed by medical records review. The girls were measured by trained school nurses at 7, 9, (...)
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  9.  27
    Ethical Tradeoffs in Trial Design: Case Study of an HPV Vaccine Trial in HIV‐Infected Adolescent Girls in Lower Income Settings.J. C. Lindsey, S. K. Shah, G. K. Siberry, P. Jean-Philippe & M. J. Levin - 2013 - Developing World Bioethics 13 (2):95-104.
    The Declaration of Helsinki and the Council of the International Organization of Medical Sciences provide guidance on standards of care and prevention in clinical trials. In the current and increasingly challenging research environment, the ethical status of a trial design depends not only on protection of participants, but also on social value, feasibility, and scientific validity. Using the example of a study assessing efficacy of a vaccine to prevent human papilloma virus in HIV-1 infected adolescent girls in low resource (...)
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  10.  36
    Why Boys Achieve Less at School Than Girls: The Difference Between Boys' and Girls' Academic Culture.Mieke Van Houtte * - 2004 - Educational Studies 30 (2):159-173.
    Recently, research into gender differences in achievement has mainly concentrated on the underperformance of boys in comparison with girls. Qualitative research in particular points to the importance of the gender-specific cultures adolescents experience. The purpose of this article is to test quantitatively the explanatory value of academic culture with respect to the stated gender differences in achievement. Use is made of data of 3760 pupils in the third and the fourth year of secondary education in a sample of 34 (...)
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  11.  5
    How Tall is Too Tall? On the Ethics of Oestrogen Treatment for Tall Girls.P. Louhiala - 2007 - Journal of Medical Ethics 33 (1):48-50.
    Oestrogen treatment for girls, to prevent psychosocial problems due to extreme tallness, has been available for almost 50 years but uncertainty about its position prevails. The ethical problems of this treatment are focused on in this paper. After a brief overview on historical and medical aspects, ethical issues such as the general justification of oestrogen treatment, evaluation of its success and ethical concerns related to research in this subject are dealt with in detail.
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  12.  7
    Adolescent Girls’ Health, Nutrition and Wellbeing in Rural Eastern India: A Descriptive, Cross-Sectional Community-Based Study.Kelly Rose-Clarke, Hemanta Pradhan, Suchitra Rath, Shibanand Rath, Subhashree Samal, Sumitra Gagrai, Nirmala Nair, Prasanta Tripathy & Audrey Prost - 2019 - BMC Public Health 19 (1):673.
    India is home to 243 million adolescents. Two million of them belong to Scheduled Tribes living in underserved, rural areas. Few studies have examined the health of tribal adolescents. We conducted a cross-sectional survey to assess the health, nutrition and wellbeing of adolescent girls in rural Jharkhand, eastern India, a state where 26% of the population is from Scheduled Tribes. We aimed to identify priorities for community interventions to serve adolescents and their families. Between June 2016 and January 2017, (...)
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  13.  30
    B Is For Burqa, C Is For Censorship: The Miseducative Effects of Censoring Muslim Girls and Women's Sartorial Discourse.Claudia W. Ruitenberg - 2008 - Educational Studies: Journal of the American Educational Studies Association 43 (1):17-28.
    (2008). B Is For Burqa, C Is For Censorship: The Miseducative Effects of Censoring Muslim Girls and Women's Sartorial Discourse. Educational Studies: Vol. 43, No. 1, pp. 17-28.
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  14.  14
    Gender Context of the School and Study Culture, or How the Presence of Girls Affects the Achievement of Boys.Mieke Van Houtte * - 2004 - Educational Studies 30 (4):409-423.
    This paper builds on my previous research, explaining the differential achievement of boys and girls in secondary education by the fact that boys' culture is less study orientated than girls' culture. The central question of the present paper is whether the presence of girls at school affects the boys' study culture and, by consequence, boys' achievement. The research is based on data of 877 boys and 714 girls, attending the fifth year of a sample of 15 (...)
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  15.  51
    Why Do Mothers Favor Girls and Fathers, Boys?Ricardo Godoy, Victoria Reyes-García, Thomas McDade, Susan Tanner, William R. Leonard, Tomás Huanca, Vincent Vadez & Karishma Patel - 2006 - Human Nature 17 (2):169-189.
    Growing evidence suggests mothers invest more in girls than boys and fathers more in boys than girls. We develop a hypothesis that predicts preference for girls by the parent facing more resource constraints and preference for boys by the parent facing less constraint. We test the hypothesis with panel data from the Tsimane’, a foraging-farming society in the Bolivian Amazon. Tsimane’ mothers face more resource constraints than fathers. As predicted, mother’s wealth protected girl’s BMI, but father’s wealth (...)
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  16.  17
    Moral Pride, More Intense in Girls Than in Boys?Itziar Etxebarria, Susana Conejero, Aitziber Pascual, María José Ortiz Barón & Pedro Apodaca - 2019 - Journal of Moral Education 48 (2):230-246.
    ABSTRACTMoral pride has been found to be a positive component of moral life. Nevertheless, this emotion has been the object of little attention and hardly any studies focus on gender differences in this regard. Is this emotion more intense in girls than in boys? Five studies on authentic moral pride, with sample groups in different age ranges and using different measures, were carried out to answer this question. When significant or marginally significant differences were observed, they were always in (...)
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  17. Boys, Girls and Achievement: Addressing the Classroom Issues.Becky Francis - 2000 - Routledge.
    Girls are now out-performing boys at GCSE level, giving rise to a debate in the media on boys' underachievement. However, often such work has been a 'knee-jerk' response, led by media, not based on solid research. _Boys, Girls and Achievement - Addressing the Classroom Issues_ fills that gap and: *provides a critical overview of the current debate on achievement; *Focuses on interviews with young people and classroom observations to examine how boys and girls see themselves as learners; (...)
     
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  18.  6
    Thinness in a Population of Rural Girls in Poland: 14-Year Changes and Regional Differentiation.Maria Chrzanowska & Agnieszka Suder - 2019 - Journal of Biosocial Science 51 (5):737-744.
    Worldwide data indicate a growing number of energy homeostasis disorders, which are especially dangerous in childhood. The distribution and growing trends of overweight and obesity in children have been widely investigated, unlike the prevalence of too-low body weight and its determinants. This study aimed to estimate the frequency of body mass deficiency in Polish rural girls and differences among four Polish regions – Choszczno and Leszno in the north-west, and Ostrów Mazowiecka and Suwałki in the north-east. Data were taken (...)
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  19.  9
    Supporting Girls’ Motivation in Science: A Study of Peer‐ and Self‐Assessment in a Girls‐Only Class.Nadine Johnson & Mark Winterbottom - 2011 - Educational Studies 37 (4):391-403.
    This study examines how the use of self‐ and peer‐assessment within a girls‐only biology class can support students’ motivation. The study took place over 22 weeks in a rural comprehensive school, and the participants were girls between 15 and 16 years of age. Data included questionnaires, semi‐structured interviews, notes from lesson observations and video‐transcripts of peer‐assessment episodes. Data analysis suggests that girls’ motivation may be supported, both by being taught in a single‐sex group and by employing assessment (...)
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  20. The Extreme Male Brain Theory of Autism and the Potential Adverse Effects for Boys and Girls with Autism.Timothy M. Krahn & Andrew Fenton - 2012 - Journal of Bioethical Inquiry 9 (1):93-103.
    Autism, typically described as a spectrum neurodevelopmental disorder characterized by impairments in verbal ability and social reciprocity as well as obsessive or repetitious behaviours, is currently thought to markedly affect more males than females. Not surprisingly, this encourages a gendered understanding of the Autism Spectrum. Simon Baron-Cohen, a prominent authority in the field of autism research, characterizes the male brain type as biased toward systemizing. In contrast, the female brain type is understood to be biased toward empathizing. Since persons with (...)
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  21.  11
    Teacher Talk Directed to Boys and Girls and its Relationship to Their Behaviour.Jeremy Swinson & Alex Harrop - 2009 - Educational Studies 35 (5):515-524.
    There have been a number of investigations into the extent to which teachers in the primary school interact within their classrooms with boys and girls and the results of these investigations have differed considerably, some showing boys receiving more interaction than girls and others showing no differences. The aim of this investigation was to try and clarify matters by examining specific categories of teacher verbal behaviour and by including a measure of the quantity and pattern of the off?task (...)
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  22.  2
    Girls of Today and Women From the Past: When the History of Female Scientists is Used to Engage Girls with Science.Sandra Benitez Herrera & Patrícia Figueiró Spinelli - 2019 - Transversal: International Journal for the Historiography of Science 6:35.
    Girls in the Museum” is a project aimed at school students to encourage them to explore scientific careers and engage with science. To achieve its goals, the project uses a variety of methodologies during the training sessions, always emphasizing the contributions of women to science and society throughout history. In one activity, the participants had to select 14 scientists and philosophers and compile their contributions in a talk that they presented in various Museum events. 1,5 years after the first (...)
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  23.  11
    Labioplasty in Girls Under 18 Years of Age: An Unethical Procedure?S. Boraei, C. Clark & L. Frith - 2008 - Clinical Ethics 3 (1):37-41.
    Labioplasty is a surgical procedure performed to alter the size and shape of the labia minora. The reasons for women requesting this procedure remain largely unknown and recently girls and young women under the age of 18 years have been requesting this type of surgery. This paper examines the ethical acceptability of performing this procedure on under 18s. We will first discuss whether labioplasty can be considered to be a therapeutic technique. We will claim that, while it is difficult (...)
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  24.  13
    On the Seam: Philosophy with Palestinian Girls in an East Jerusalem Village as a Pedagogy of Searching.Arie Kizel & Marlene Abdallah - 2017 - Journal of Philosophy in Schools 4 (1):27 - 49.
    The ‘Marwa’ elementary school (pseudonym) – an Israeli public school on the border between Israel and the Palestinian Authority – is a unique educational institution in that, despite being not religious, it only accepts from Grade 1 through to Grade 6 girls. Several years ago, the principal decided to implement a Philosophy with Children (PwC) programme as an alternative pedagogy. This paper surveys how the educational faculty regarded the introduction of this curriculum and how it contributed towards the development (...)
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  25.  36
    On the Detection of Emotional Facial Expressions: Are Girls Really Better Than Boys?Vanessa LoBue, Judy S. DeLoache & Jacob Miguel Vigil - 2009 - Behavioral and Brain Sciences 32 (5):397.
    One facet of Vigil's socio-relational framework of expressive behaviors (SRFB) suggests that females are more sensitive to facial expressions than are males, and should detect facial expressions more quickly. A re-examination of recent research with children demonstrates that girls do detect various facial expressions more quickly than do boys. Although this provides support for SRFB, further examination of SRFB in children would lend important support this evolutionary-based theory.
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  26.  35
    Sexualisation of Girls: Too Much, Too Soon.Rida Usman Khalafzai - 2010 - Chisholm Health Ethics Bulletin 15 (3):1.
    Khalafzai, Rida Usman A summary of Getting Real: Challenging the Sexualisation of Girls, the book edited by Melinda Tankard Reist on the issue of early sexualisation of girls.
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  27. Displaced Femininity in the Representation of Homosexuality in Japanese Girls' Comics,'.Midori Matsui & Little Girls Were Little Boys - 1993 - In Sneja Marina Gunew & Anna Yeatman (eds.), Feminism and the Politics of Difference. Allen & Unwin.
     
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  28.  14
    From Critical Education to An Embodied Pedagogy of Hope: Seeking a Liberatory Praxis with Black, Working Class Girls in the Neoliberal 16–19 College. [REVIEW]Camilla Stanger - 2018 - Studies in Philosophy and Education 37 (1):47-63.
    In this article I present a discussion about the purpose of education of, for and with black, working class, young women within an inner-London, twenty-first century college, and explore the complex and imperfect ways that educational purpose translates into educational practice. I discuss the respective value of two contrasting discourses of education that operate in this college: firstly, a neoliberal discourse of education and educational success; secondly, a critical tradition of education, as traced through the work of Paulo Freire, feminist (...)
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  29.  16
    Girl Stuff: Same-Sex Relations in Girls' Public Reform Schools and the Institutional Response.Linda Steet - 1998 - Educational Studies 29 (4):341-358.
    (1998). Girl Stuff: Same-Sex Relations in Girls' Public Reform Schools and the Institutional Response. Educational Studies: Vol. 29, No. 4, pp. 341-358.
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  30.  21
    A Critical Analysis of School Enrollment and Literacy Rates of Girls and Women in Pakistan.Amna Latif - 2009 - Educational Studies: Journal of the American Educational Studies Association 45 (5):424-439.
    (2009). A Critical Analysis of School Enrollment and Literacy Rates of Girls and Women in Pakistan. Educational Studies: Vol. 45, WOMEN AND EDUCATION, pp. 424-439.
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  31.  20
    “Brains Before ‘Beauty’?” High Achieving Girls, School and Gender Identities.Christine Skelton, Becky Francis & Barbara Read - 2010 - Educational Studies 36 (2):185-194.
    In recent years educational policy on gender and achievement has concentrated on boys' underachievement, frequently comparing it with the academic success of girls. This has encouraged a perception of girls as the ?winners? of the educational stakes and assumes that they no longer experience the kinds of gender inequalities identified in earlier studies. However, trying to balance academic achievement with being seen as a ?proper girl? presents girls with difficult challenges, particularly in terms of being accepted and (...)
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  32.  4
    Derision and Demography: New South Wales and the Irish Orphan Girls of the Earl Grey Immigration Scheme, 1848 to 1850.Benjamin McHutchion - 2015 - Constellations 6 (2).
    From 1848 to 1850, 4175 female orphans from Irish workhouses were sent to the Australian colonies to escape from the Irish famine and to address the gender imbalance in the colonies. Anglo-centric colonial newspapers condemned the girls for their supposedly inferior demographics – Catholic, illiterate, Irish and female – and raised the spectre of Catholic predominance, leading to the cancellation of the immigration scheme at a time of great humanitarian need. Using the original shipping lists of the girls (...)
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  33.  7
    Comparing Socialization Into Club Sports Among Seventh-Grade Girls by School Type: A Reconstruction of Social Micro-Processes and Collective Orientations at the Nexus of Family, Peer Group, and School.Benjamin Zander - 2016 - Sport Und Gesellschaft 13 (3):307-335.
    Summary The study used group discussions and a documentary method to investigate which micro-processes at the nexus of family, peer group, and school encouraged and discouraged seventh-grade girls' involvement in club sports, and what collective orientations accompanied these processes. Based on reconstructed micro-processes and orientations, two selected groups of girls in intermediate and upper secondary school were compared to determine how involvement in club sports differed by school type. One result was that the upper secondary school students were (...)
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  34.  13
    Intervening in Friendship Exclusion? The Politics of Doing Feminist Research with Teenage Girls.Kathryn Morris-Roberts - 2001 - Ethics, Place and Environment 4 (2):147-153.
    This paper describes some of the experiences of working with teenage girls' friendship groups at 'Hilltop', a large urban comprehensive school in the north of England. Working between and within multiple friendship groups in a variety of spaces and places raises ethical and moral responsibilities for the feminist researcher. This paper explores the ethical dilemmas raised when confronted with oppressive behaviour when 'hanging out' with groups of teenage girls, as well as the implications this has for the researcher's (...)
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  35.  18
    Playing with Gender: Girls, Dolls, and Adult Ideals in the Roman World.Fanny Dolansky - 2012 - Classical Antiquity 31 (2):256 - +.
    This study examines the socio-cultural significance of dolls as Roman girls' toys. It focuses on a sample of ivory, bone, and cloth dolls, many of which have ornate hairstyles, molded breasts and, in some cases, delineated genitalia. As the only explicitly gendered toys from the Roman world, these constitute unique bodies of evidence for exploring questions of socialization and identity formation, and assessing ancient ideals. Often treated as relatively straightforward objects that prepared girls for futures as wives and (...)
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  36.  31
    Intervening in Friendship Exclusion? The Politics of Doing Feminist Research with Teenage Girls.Kathryn Morris-Roberts - 2001 - Ethics, Place and Environment 4 (2):147 – 153.
    This paper describes some of the experiences of working with teenage girls' friendship groups at 'Hilltop', a large urban comprehensive school in the north of England. Working between and within multiple friendship groups in a variety of spaces and places raises ethical and moral responsibilities for the feminist researcher. This paper explores the ethical dilemmas raised when confronted with oppressive behaviour when 'hanging out' with groups of teenage girls, as well as the implications this has for the researcher's (...)
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  37.  10
    What Are Little Girls Made Of? A Study of Technology in the Early Years.Christine Brown - 1991 - Educational Studies 17 (1):107-113.
    The models girls like to make are often assumed to be different from boys’. A comparison of children's own descriptions of their models shows that there is little difference between boys’ and girls’ choices. The suggestion is made that effort should be directed toward developing enabling strategies rather than different contexts for girls’ model making.
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  38.  13
    Coeducational or Single‐Sex School: Does It Make a Difference on High School Girls' Academic Motivation?Roch Chouinard, Carole Vezeau & Thérèse Bouffard - 2008 - Educational Studies 34 (2):129-144.
    The aim of the present study was to further examine the impact over time of single‐sex and coeducational school environments on girls’ motivation in language arts and mathematics. Two cohorts comprising 340 girls from eight coeducational and two single‐sex schools were followed during a period of three academic years in a longitudinal research scheme. Data were collected with a self‐reported questionnaire including several scales: parental and teachers’ support, competence beliefs, utility‐value and achievement goals. In general, mixed‐design repeated measures (...)
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  39.  9
    Horses, Girls, and Agency: Gender in Play Pedagogy.Anna Pauliina Rainio - 2009 - Outlines. Critical Practice Studies 11 (1):27-44.
    This is a study of the development of student agency from a gender perspective in a Finnish classroom. The data originates from an ethnographic research project in an elementary school classroom engaging in a play pedagogy project called a “playworld.” The article has two purposes. The first is to examine the potential of imagination and improvised fantasy play in the development of agency. The second is to investigate the role of gender as a social category in shaping the students’ possibilities (...)
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  40.  6
    Meeting Online Strangers Offline: The Nature of Upsetting Experiences of Adolescent Girls.Kristian Daneback, Katerina Janasova, Alena Cerna & Lenka Dedkova - 2014 - Communications 39 (3):327-346.
    The present study focuses on meeting online strangers face-to-face. This activity represents one of the least prevalent but also most feared online risks for youth. Due to the low number of youth experiencing upsetting meetings and the dominance of quantitative research designs in the area, the current state of knowledge does not provide a clear view of what happens at meetings that youths find upsetting. The aim of the present study is to enrich knowledge in this area by exploring such (...)
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  41.  5
    Comparison of Teacher Talk Directed to Boys and Girls and its Relationship to Their Behaviour in Secondary and Primary Schools.Alex Harrop & Jeremy Swinson - 2011 - Educational Studies 37 (1):115-125.
    There have been a number of earlier investigations, using differing methodologies, into the extent to which teachers in the secondary school interact with boys and girls and the results have suggested an imbalance in the teachers? verbal behaviour towards the genders that is quite similar to the imbalance found in teachers? behaviour in the primary school. The main aim of this study was to devise an investigation using the same methodology as that used in a recent primary school investigation (...)
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  42.  6
    Sexual Activity Among Junior Secondary School Girls in Zambia.Vijayan K. Pillai, Thomas Barton & Kofi Benefo - 1997 - Journal of Biosocial Science 29 (3):297-301.
    This paper proposes a causal model of sexual activity among a randomly selected sample of 305 Junior secondary school girls in Zambia. The results indicate that liberal sexual attitudes influence romantic involvement with boys. Emotional involvement is likely to result in sexual activity. Traditional courtship forms are slowly being replaced by modern patterns of courtship behaviour. Policy and programme implications are discussed.
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  43.  4
    Girls, Boys and Computers.Lorraine Culley - 1988 - Educational Studies 14 (1):3-8.
    This article discusses the findings of a research project concerning gender differences in computing in secondary schools, funded by the Equal Opportunities Commission. The research examined the organisation and teaching of computing in secondary schools, assessing the extent and nature of gender differences in participation in computing activities and examined teacher attitudes to girls and computing. The article outlines the main findings of the research and includes a series of recommendations for action by schools.
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  44.  4
    Aspiring Girls: Great Expectations or Impossible Dreams?Gill Richards & Carol Posnett - 2012 - Educational Studies 38 (3):249-259.
    This study explores girls? aspirations for their future. The context was an ex-coalmining area where concerns had been raised by the local authority about the levels of girls? achievement. The focus of the research was the views of Year 6 girls as they prepared for their transition to secondary school and Year 11 girls as they prepared for their transition to post-compulsory school life. Perspectives of their staff were also sought, focusing on the impact of school (...)
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  45.  6
    On the Ethics of Oestrogen Treatment for Tall Girls: An Update.P. Louhiala - 2009 - Journal of Medical Ethics 35 (11):713-714.
    New empirical evidence on the long-term effects of oestrogen treatment for tall adolescent girls has shown that the intended psychosocial benefit of the treatment may not have been realised. This paper describes recent trends in the prevalence of the treatment and the results of a large Australian cohort study evaluating girls assessed between 1959 and 1993 for excessive growth. The paper concludes that oestrogen treatment to prevent extreme tallness should belong to the past, not to the future.
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  46.  2
    'A Revolution Now Absorbed': Girls in Former Boys' Schools.Mary Fuller, Pauline Dooley & Rosemary Ayles - 1997 - Educational Studies 23 (3):405-415.
    Summary A number of elite boys? schools in England have admitted girls for over 30 years, some thereby becoming mixed schools. In other schools, girls remain a very small minority. This paper focuses upon prospectuses from the latter type of school, arguing that prospectuses are particularly valuable as a basis for judging schools? policies and practices in their own terms. The researchers ask questions about the nature of this form of ?co-education?, particularly as it affects girls? educational (...)
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  47. Elite Girls' Schooling, Social Class and Sexualised Popular Culture.Claire Charles - 2013 - Routledge.
    Young women’s identities are an issue of public and academic interest across a number of western nations at the present time. This book explores how young women attending an elite school for girls understand and construct ‘empowerment’. It investigates the extent to which, and the ways in which, their constructions of empowerment and identity work to overturn, or resist, key regulations and normative expectations for girls in post-feminist, hyper-sexualised cultural contexts. The book provides a succinct overview of feminist (...)
     
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  48. Girls at Home, by F.S.S. F. & Girls - 1903
     
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  49. The Boys and Girls Learn Differently Action Guide for Teachers.Michael Gurian & Arlette C. Ballew - 2003 - Jossey-Bass.
    The landmark book Boys and Girls Learn Differently! outlines the brain-based educational theories and techniques that can be used to transform classrooms and help children learn better. Now The Boys and Girls Learn Differently Action Guide for Teachers presents experiential learning techniques that teachers can use to create an environment and enriched curriculum that take into account the needs of the developing child's brain and allows both boys and girls to gain maximum learning opportunities. This important and (...)
     
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  50.  5
    Understanding Teenage Girls: Culture, Identity and Schooling.Horace R. Hall & Andrea Brown-Thirston - 2011 - R&L Education.
    This book focuses on social phenomenon that impact the lives of adolescent females of color. The authors highlight the daily challenges that African-American, Chicana, and Puerto Rican teenage girls face with respect to peer and family influences, media stereotyping, body image, community violence, pregnancy, and education. The authors also emphasize the incredible resiliency that young women possess in countering many of the social barriers confronting them.
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