Connecting School Culture to Boys' Learning: An investigation into how school culture affects boys' learning in one New Zealand primary school.
Hyndman, R. M. (2007). Connecting School Culture to Boys’ Learning: An investigation into how school culture affects boys’ learning in one New Zealand primary school. (Thesis, Master of Educational Leadership (MEdLeadership)). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/2322
Permanent Research Commons link: https://hdl.handle.net/10289/2322
AbstractBoys' underachievement has become a topical issue in recent years. In response, one New Zealand primary school created a Boys' Project. It encompassed a range of interventions designed to address boys' underachievement by re-culturing the school to make it a more positive environment for them. This qualitative research is a case study of this school and it seeks to identify elements of school culture that support boys' learning. The literature revealed contrasting and conflicting theoretical perspectives contributing to the debate around boys' achievement. From one perspective it is accepted that boys and girls are different and schools are expected to accommodate these differences. The alternative perspective suggests that differences between girls and boys should not be viewed as inevitable and that, for boys, schools and society should work to change undesirable attitudes and behaviours if their learning needs are to be addressed. The research revealed that boys' underachievement is indeed a complex issue that is unlikely to be solved by short-term interventions or strategies. The research concludes that educational outcomes for boys will be positively affected by a school culture that fosters strong relationships, a focus on learning, and an understanding of how beliefs and attitudes about gender are influential on learning.
The University of Waikato
All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
- Masters Degree Theses