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• W2068763625 abstract "This study explores the perspectives of three girls, identified through progressive sampling, from an original study of over 100 children's behaviour in, and feelings towards, literacy and, in the latter stages, all subjects, across one academic year. Through observational and semi‐structured interview data, the girls’ dissatisfaction, veiled behind compliant behaviour (Fisher, 2011), emerged, but also revealed their peripheral classroom position (Francis, 2005), relative to the more central position of masculine pupils and/or those ‘working above the expected level’. This article argues for an emphasis on the classroom ecology, both within policy and practice, so that in our desire to raise standards, we do not neglect the values which the teacher inspires and encourages, both in the classroom and throughout the school day, values so often witnessed, anonymously and silently, by children. Through the identification of these values, and the ecologies which they encourage, it is argued that a peripheral position can be exposed and challenged." @default.
• W2068763625 created "2016-06-24" @default.
• W2068763625 creator A5040486143 @default.
• W2068763625 date "2013-02-21" @default.
• W2068763625 modified "2023-10-05" @default.
• W2068763625 title "‘It would help if the teacher helps you a bit more… instead of going to the brainiest who don't need a lot of help’: exploring the perspectives of dissatisfied girls on the periphery of primary classroom life" @default.
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• W2068763625 doi "https://doi.org/10.1002/berj.3034" @default.
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