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- Publisher
- SAGE
- Copyright
- © 2008 Australian Council for Educational Research
- ISSN
- 0004-9441
- eISSN
- 2050-5884
- DOI
- 10.1177/000494410805200106
- Publisher site
- See Article on Publisher Site
Abstract
In response to concerns about boys' academic underachievement as well as the international gender imbalance in our teaching force composition, a call has been made to hire more male teachers and practice ‘boy-friendly’ pedagogy. Our investigation of effects of male reading teachers and use of computer-based books demonstrated their ability to de-feminise boys' views of reading but no differential effects were evident on boys' reading achievement or reader self-perceptions between boys taught by males or by females, whether or not they use technology in their reading practices.
Journal
Australian Journal of Education – SAGE
Published: Apr 1, 2008