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How schooling, and particular schools, make a difference: values, identities and futures in longitudinal study

Yates, Lyn and McLeod, Julie 2006, How schooling, and particular schools, make a difference: values, identities and futures in longitudinal study, Idiom, vol. 42, no. 1, pp. 7-14.

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Title How schooling, and particular schools, make a difference: values, identities and futures in longitudinal study
Author(s) Yates, Lyn
McLeod, Julie
Journal name Idiom
Volume number 42
Issue number 1
Start page 7
End page 14
Publisher Victorian Association for the Teaching of English
Place of publication Melbourne, Vic.
Publication date 2006
ISSN 0046-8568
Keyword(s) career planning
gender differences
gender issues
government schools
independent schools
primary school students
secondary school students
secondary schools
self concept
student attitudes
student developed materials
student school relationship
values
longitudinal studies
primary secondary education
Summary Just over a decade ago the authors set out to select and follow a range of young people from the age of 12 and their end of primary or first days in secondary school, to the age of 18 when most of them had embarked on the first steps of the post-school lives. Students from four different types of schools were chosen: a Melbourne high school, a high school in a Victorian regional city, a large non-government school, and a secondary school that had once been a technical school. The students were interviewed twice a year about their views of self, of school, of the future. In this article the authors discuss two aspects of the study: what sense did they get of schools and their effects on the subjectivities being formed by young people today? And, what sense did the authors get of how gender is working in young lives now? The article outlines some of the findings in relation to these two issues.
Language eng
Field of Research 160809 Sociology of Education
HERDC Research category C3 Non-refereed articles in a professional journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30013456

Document type: Journal Article
Collection: School of Education
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