The National Teacher Research Panel was set up about 15 years ago by CUREE supported by a group of national education agencies most of which no longer exist. It had three main goals:
- To ensure that all research in education takes account of the teacher perspective
- To ensure a higher profile for research and evidence informed practice in government, academic and practitioner communities
- To increase the number of teachers engaged in and with the full spectrum of research activity.
Over the several years of its existence, the Panel, supported by its expert advisers in CUREE, has helped and encouraged dozens of teachers and school leaders to do high quality but practical research. The Panel also helped them report their findings succinctly, in plain English and focused on relevance to other practitioners. This is one such example of that work.
Not all researchers agree about the level and extent of the 'problem' of boys' underachievement or even (see Gorard, 2001) whether the 'problem' exists at all; nevertheless teachers have expressed considerable concern about this issue. The research featured in this summary shows how some schools are tackling perceived differences in achievement between boys and girls by drawing on the experiences of teachers in 19 case study schools. The researchers explore three approaches in a way in which we hope teachers will find interesting and potentially useful for their own practice.
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