Titlebook: A Girl‘s Education; Schooling and the Fo Judith Gill,Katharine Esson,Rosalina Yuen Book 2016 The Editor(s) (if applicable) and The Author(s

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書目名稱A Girl‘s Education影響因子(影響力)




書目名稱A Girl‘s Education影響因子(影響力)學科排名




書目名稱A Girl‘s Education網(wǎng)絡(luò)公開度




書目名稱A Girl‘s Education網(wǎng)絡(luò)公開度學科排名




書目名稱A Girl‘s Education被引頻次




書目名稱A Girl‘s Education被引頻次學科排名




書目名稱A Girl‘s Education年度引用




書目名稱A Girl‘s Education年度引用學科排名




書目名稱A Girl‘s Education讀者反饋




書目名稱A Girl‘s Education讀者反饋學科排名

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Palgrave Studies in Gender and Educationhttp://image.papertrans.cn/a/image/140884.jpg

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William R. Miller,Ricardo F. Mu?ozaily living. In the studies described in later chapters, we set out to look at the ways in which girls learn the scripts of being girl, why they adhere to these roles as much as they do, how they feel about the positions of girl and woman, and what they see as the advantages and disadvantages associ

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William R. Miller,Ricardo F. Mu?ozre put in place to reduce these differences and thus provide a more equitable schooling experience for girls and boys. The history of the girls in education movement began slowly in the latter half of the twentieth century with the dawning recognition of the different sorts of educational experience

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William R. Miller,Ricardo F. Mu?ozAt one level girls, especially middle-class girls, are primed to be individual achievers while at the same time they face and are shaped by a continual array of messages about acceptable femininity. Following significant changes in the way in which schools educate girls we have noted that more girls

COUCH

Alcohol, Age, Generation and the Life Courseorld. Hence, we focus on the making of learner identities, a process as described by Reay as one where ‘pupils construct themselves and are constructed by others as particular types of learners in relation to both other pupils and their teachers’ (Reay 2010, 279). We argue that the school is central

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