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Allard, A. et al. Stages: Steps Towards Addressing Gender in Educational Settings.
	Curriculum Corporation, Melbourne, 1995.

Allard, A. & Wilson, J. Gender Dimensions: Constructing Interpersonal Skills in the Classroom.

Eleanor Curtain Publishing, Armadale, NSW, 1995. Part One highlights the main issues, such as sexist language and harassment, unequal access, and classroom interactions that discourage risk taking and cooperative problem solving. Part Two provides practical activities to develop life skills-assertive speaking, active listening, cooperation, negotiation and problem-solving-skills which promote positive relationships and successful learning experiences for all. Part Three encourages and assists teachers to design their own gender inclusive activities.

Alloway, N. & Gilbert, P. Boys and Literacy: Meeting the Challenge.

Department of Employment, Education, Training and Youth Affairs, Canberra, 1996. A DEETYA funded project working with schools on intervention strategies with attention to boys' literacy in early childhood and in low socioeconomic and Aboriginal communities. It specifically addresses the ways in which perceptions of masculinity and femininity can affect student attitudes to literacy. It includes professional development units, teaching units and readings.

Alloway, N. & Gilbert, P. Boys and Literacy: Extending the Challenge.
	Department of Employment, Education, Training and Youth Affairs, Canberra, [Forthcoming].                         Further teaching units following the previous publication.

Connell, R. `Knowing about Masculinities: Teaching the Boys'. Paper presented to the Pacific
	Sociological Conference. San Diego, USA, 1994.

Davies, B. Shards of Glass: Children Reading and Writing Beyond Gendered Identities.
	Allen and Unwin, Sydney, 1993. Davies explores ways to interact with children and to speak and write in a fashion that disrupts the male/female dualism.

Directorate of School Education. I Spy Technology: Practical Ideas for Gender Equity in
	Primary Technology Studies. Melbourne, 1993.

English Teachers' Association of Western Australia. Interpretations Special Edition:
	Boys in English., vol. 27, no. 2, Perth, 1994. This edition contains five papers on boys in English from the following authors: Betsy Wearing, Wayne Martino, Mary Rhodes, Colin Kenworthy and Maria Pallotta-Chiarolli..

Gianello, L. Getting into Gear: Gender Inclusive Teaching Strategies in Science.
	Curriculum Development Centre, Canberra, 1988. (Available from the Curriculum Corporation, Melbourne). A teachers' resource book concerning new directions in science, gender inclusive science, classroom practice, resources, classroom interactions and teaching strategies.

Gilbert, P. Divided by a Common Language? Gender and the English Curriculum.
	Curriculum Corporation, 1995. A broad overview of the most current research and theory on gender and English. It explains, in an accessible way, how gender is constructed through language practices.

Gilbert, P. & Gilbert, R. What's Going On? Girls' Experiences of Educational Disadvantage.
	Video and Book. Prepared for Department of Employment, Education and Training, AGPS, Canberra, 1995. What's Going On? deals with issues which block the progress of teenage girls at school such as domestic violence, poverty, rural isolation, racial taunts, family breakdown, unfair sexual double standards and sexual harassment.

Hill, S. & Hills, T. The Collaborative Classroom: A Guide to Cooperative Learning.
	Eleanor Curtain Publishing, Melbourne, 1990.

Kamler, B. et al. Shaping Up Nicely: The Formations of Schoolgirls and Schoolboys in the

First Month of School. A report to the Gender Equity in Reform Project , Department of Employment, Education and Training. AGPS, Canberra, 1994. This report gives a detailed account of school practice in the first months of schooling which are significant in the transformation of individuals into `schoolboys' and `schoolgirls'. The report discusses the observation of school as `a highly gendered social institution in which children are constructed in particular ways, and learn to work in particular ways'.

Macklin, P. Moving On: Facilitator's Guide to the Use of Gender Inclusive Curriculum Units.
	Curriculum Corporation, 1995. This is a professional development program for primary teachers wishing to introduce gender-inclusive curriculum units into their classrooms. It is designed to assist the implementation of the units in Early Moves, but will appeal to all teachers in the planning and development of gender-inclusive curriculum.

Martino, W. 'It's not the way guys think'. In Browne, R, and Fletcher, R. (eds)
	Boys in Schools: addressing the real issues. Finch Publishing, Sydney, 1995.

Martino, W. & Mellor, B. Gendered Fictions. Chalkface Press, Perth, 1995.
	This book is an anthology of twelve texts accompanied by activities which apply ideas derived from contemporary literary theory to classroom practice. Although the concepts addressed are frequently complex, the approaches taken are activity based and encourage involvement.

Nayler, J. (ed). Gender Up Front. Association of Women Educators, Caloundra, Qld, 1997

Curriculum support for teachers including: detailed lesson plans and resource lists across six key learning areas; strategies for embedding a gender focus within the key learning areas; guidelines for planning teaching/learning units; resource lists; rationale for using action research, critical literacy, understanding construction of gender and cooperative learning in classrooms; and, theoretical issues within the development of an inclusive curriculum.

Parker, L. & Rennie, L. For the Sake of the Girls? Final Report of the Single-Sex Education

Pilot Project: 1993-1994. Prepared for the Education Department of Western Australia. National Key Centre for Teaching and Research in School Science and Mathematics. Curtin University of Technology, Perth, 1995. This is the final report of the monitoring of the Single Sex Education Pilot Project in Mathematics and Science classes in eight Senior High Schools throughout Western Australia. The project was initiated and funded by the Education Department of Western Australia between November, 1992 and December, 1994.

Sanderson, G. 'Being "cool" and a reader.' In Browne, R, and Fletcher, R. (eds) Boys in
	Schools: addressing the real issues. Finch Publishing, Sydney, 1995.

Shaw, G. Gender Myths and Stereotypes: Art and Technology. West
	Education Centre, Melbourne, 1993. Activities and projects for senior students. Curriculum material developed with the aim of increasing student and teacher awareness of the impact and influence of gender and to involve students in defining problems and strategies for change.

Shaw, G. Gender Myths and Stereotypes: Social Education, English and Music.
	West Education Centre, Melbourne, 1993. Activities and projects for senior students. Curriculum material developed with the aim of increasing student and teacher awareness of the impact and influence of gender and to involve students in defining problems and strategies for change.

Victorian Directorate of School Education & the Department of Education Western Australia.
	Early Moves: Primary Gender Inclusive Curriculum Units. A joint project for the Gender Equity in Curriculum Reform Project. Curriculum Corporation, Melbourne, 1995. Early Moves is a collection of ten lively curriculum units for K-3 and middle-upper primary school. They are designed to broaden teachers' and students' view of the masculine/feminine dichotomy.

Willis, S. et al. `Studies of the reception of gender reforms in schools'. Curriculum
	Perspectives, vol. 12, no. 2, 1992.