Boys and literacy: whose problem is it?

Journal article

Maynard, T. 1998. Boys and literacy: whose problem is it? City and County of Swansea School Enquiry and Research Newsletter. 1998, pp. 6-7.
AuthorsMaynard, T.
Year1998
JournalCity and County of Swansea School Enquiry and Research Newsletter
Journal citation1998, pp. 6-7
Publication dates
Print1998
Publication process dates
Deposited12 Dec 2012
Output statusPublished
Permalink -

https://repository.canterbury.ac.uk/item/84x4v/boys-and-literacy-whose-problem-is-it

  • 57
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Organising the classroom: indoors and out
Waters, J. and Maynard, T. 2011. Organising the classroom: indoors and out. in: Moyles, J., Georgeson, J. and Payler, J. (ed.) Beginning Teaching: Beginning Learning in Early Years and Primary Education Maidenhead Open University Press. pp. 81-93
A radical new approach or a discursive battleground? Making sense of the Foundation Phase for Wales
Maynard, T. 2013. A radical new approach or a discursive battleground? Making sense of the Foundation Phase for Wales.
The secondary active mentoring programme: principles and processess pack 1
Furlong, J., Maynard, T., Miles, S. and Wilkin, M. 1994. The secondary active mentoring programme: principles and processess pack 1. Cambridge, UK Pearson.
Learning to teach and models of mentoring
Maynard, T. 1993. Learning to teach and models of mentoring.
Mentoring in teacher education
Maynard, T. 1995. Mentoring in teacher education.
Primary school teachers as mentors of subject knowledge
Maynard, T. 1995. Primary school teachers as mentors of subject knowledge.
Child centred or subject centred?: A resolution
Maynard, T. 1995. Child centred or subject centred?: A resolution.
Partners in initial teacher training: primary school teachers as subject mentors
Maynard, T. 1996. Partners in initial teacher training: primary school teachers as subject mentors.
Teachers as subject mentors in primary schools
Maynard, T. 1995. Teachers as subject mentors in primary schools.
Learning to teach: a curriculum for school-based training
Maynard, T. 1998. Learning to teach: a curriculum for school-based training.
Primary student teachers' school-based learning and the limits of 'situated cognition'
Maynard, T. 1998. Primary student teachers' school-based learning and the limits of 'situated cognition'.
Learning to teach or learning to manage mentors: experiences of school-based teacher training
Maynard, T. 1999. Learning to teach or learning to manage mentors: experiences of school-based teacher training.
Out of the mouths of babes: what children can tell us about the teaching and learning of literacy
Maynard, T. 1999. Out of the mouths of babes: what children can tell us about the teaching and learning of literacy.
Boys and literacy: exploring the issues
Maynard, T. 2002. Boys and literacy: exploring the issues.
Exploring the boys and literacy issue
Maynard, T. 2003. Exploring the boys and literacy issue.
Boys and literacy: what are the issues?
Maynard, T. 2003. Boys and literacy: what are the issues?
Around the corner and into the woods? An evaluation of forest school
Maynard, T. 2004. Around the corner and into the woods? An evaluation of forest school.
Through a different lens: exploring Reggio Emilia in a different context
Maynard, T. 2005. Through a different lens: exploring Reggio Emilia in a different context.
Stopping by woods: encounters with forest school
Maynard, T. 2005. Stopping by woods: encounters with forest school.
Through a different lens: exploring Reggio Emilia in a Welsh context
Maynard, T. and Chicken, S. 2006. Through a different lens: exploring Reggio Emilia in a Welsh context.
Using Reggio to develop early years education in Wales
Maynard, T. and Chicken, S. 2011. Using Reggio to develop early years education in Wales.
Moving outside: recognising the potential of the outdoor environment
Maynard, T. and Waters, J. 2006. Moving outside: recognising the potential of the outdoor environment.
Through a different lens: exploring Reggio in a Welsh context
Maynard, T. and Chicken, S. 2007. Through a different lens: exploring Reggio in a Welsh context.
Through a different lens: exploring Reggio in a Welsh context
Maynard, T. and Chicken, S. 2007. Through a different lens: exploring Reggio in a Welsh context.
Adult-child verbal interactions in foundation phase settings
Maynard, T., Waters, J. and Howard, J. 2008. Adult-child verbal interactions in foundation phase settings.
Projects: A way of facilitating children’s learning within the ZPD?
Chicken, S. and Maynard, T. 2007. Projects: A way of facilitating children’s learning within the ZPD?
Exploring Reggio outside: implications for teaching and learning in the foundation phase
Maynard, T. 2008. Exploring Reggio outside: implications for teaching and learning in the foundation phase.
Exploring Reggio outside: children playing and learning in the outdoor environment
Maynard, T., Waters, J. and Cridland, J. 2008. Exploring Reggio outside: children playing and learning in the outdoor environment.
Towards an understanding of well-being
Maynard, T. and Waters, J. 2009. Towards an understanding of well-being.
Making sense of the foundation phase for Wales: the challenges of multiple meanings
Maynard, T., Waters, J. and Clement, J. 2009. Making sense of the foundation phase for Wales: the challenges of multiple meanings.
Moving outside: exploring pedagogy in the outdoor environment
Maynard, T. 2009. Moving outside: exploring pedagogy in the outdoor environment.
Exploring child-initiated learning in the outdoor environment of early years settings
Maynard, T. 2011. Exploring child-initiated learning in the outdoor environment of early years settings.
'Soft dandelion seeds and thorns': childhood, nature and early years education
Maynard, T. 2011. 'Soft dandelion seeds and thorns': childhood, nature and early years education.
Letting go: child-led learning in the outdoor environment
Maynard, T. 2010. Letting go: child-led learning in the outdoor environment.
What makes a 'good' project? Exploring different constructions of project work in the early years
Chicken, S. and Maynard, T. 2010. What makes a 'good' project? Exploring different constructions of project work in the early years.
A proposed model for the conceptualisation of affordances for interaction in early years spaces: a discussion paper
Waters, J. and Maynard, T. 2010. A proposed model for the conceptualisation of affordances for interaction in early years spaces: a discussion paper.
Hearing and seeing the voice of the child in the outdoor environment: a route to developing enquiry-based early years curriculum experiences
Waters, J. and Maynard, T. 2010. Hearing and seeing the voice of the child in the outdoor environment: a route to developing enquiry-based early years curriculum experiences.
'And when I let the children take the lead, they weren't as bad as I thought they were': the perceived impact of child-led learning outdoors
Maynard, T., Waters, J. and Clement, J. 2010. 'And when I let the children take the lead, they weren't as bad as I thought they were': the perceived impact of child-led learning outdoors.
Making connections: primary student teachers' school-based subject studies
Maynard, T. 1999. Making connections: primary student teachers' school-based subject studies. in: Phillips, R. and Easdown, G. (ed.) Historical Subject Knowledge and its Professional Application SCHTE.
The Foundation Phase
Maynard, T., Morgan, A., Waters, J. and Williams, J. 2010. The Foundation Phase. in: Furlong, J. (ed.) The Teaching and Learning Programme in Wales Welsh Assembly Government.
The dynamics of early childhood spaces: opportunities for outdoor play?
Waller, T., Sandseter, E., Wyver, S., Arlemalm-Hagser, E. and Maynard, T. 2010. The dynamics of early childhood spaces: opportunities for outdoor play? European Early Childhood Education Research Journal. 18 (4), pp. 437-443. https://doi.org/10.1080/1350293X.2010.525917
Teachers and pupils views on primary-secondary transition, the teaching of English and 'argument and persuasion'
Maynard, T. and Airey, S. 2004. Teachers and pupils views on primary-secondary transition, the teaching of English and 'argument and persuasion'. General Teaching Council for Wales.
Chain reaction II: teachers, headteachers and action research
Maynard, T. and Whitaker, P. 2003. Chain reaction II: teachers, headteachers and action research. Swansea, Wales Swansea University.
Forest School Swansea Neath Port Talbot: an evaluation
Maynard, T. 2003. Forest School Swansea Neath Port Talbot: an evaluation. Swansea, Wales Swansea University.
Through a different lens: exploring Reggio Emilia in a Welsh context
Maynard, T. and Chicken, S. 2006. Through a different lens: exploring Reggio Emilia in a Welsh context. Swansea University.
Exploring Reggio outside: children playing and learning in the outdoor environment
Maynard, T., Waters, J. and Cridland, J. 2008. Exploring Reggio outside: children playing and learning in the outdoor environment. Swansea, Wales Swansea University.
Exploring early years practitioners' 'effective' verbal interactions in the outdoor environment
Maynard, T., Waters, J., Howard, J., Merriman, E., McLachlan, C. and Siraj-Blatchford, I. 2009. Exploring early years practitioners' 'effective' verbal interactions in the outdoor environment. The Welsh Journal of Education. 14 (2), pp. 117-123.