Abstract
In recent years boys' under-achievement in literacy has become a cause for concern. This article reports the findings of a study undertaken in an urban primary school, which set out to ascertain teachers' perceptions of boys' attitudes towards, and attainment in, writing. The teachers in this study articulated what have come to be seen as stereotypical views in this respect, although a more detailed consideration of their comments led the authors to question exactly who has the problem: is it boys, girls or is it us teachers?
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