ABSTRACT
This chapter is based upon research into the gender gap at GCSE in a number of selective and comprehensive schools in eastern England, and contrasts girls’ and boys’ perspectives on ‘good’ teachers. It discusses the extent to which girls are willing to take more responsibility for their own learning than are boys, and considers how boys expect teachers to take greater responsibility for generating enjoyment and motivation in lessons. Contrasting attitudes to group work and classroom management issues are discussed, and significant differences are identified in girls’ and boys’ perspectives about teacher quality and effectiveness.
