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Author: Sue M. Selland
Publisher:
ISBN:
Category : Sex differences in education
Languages : en
Pages : 160
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Book Description
Author: Sue M. Selland
Publisher:
ISBN:
Category : Sex differences in education
Languages : en
Pages : 160
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Book Description
Author: Diane Schwendenman
Publisher:
ISBN:
Category : Interaction analysis in education
Languages : en
Pages : 178
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Book Description
This study was a replication of a study conducted by Benz in 1980. Using the same methods that Benz used, the focus was to determine whether or not the pattern of teacher gender role expectations Benz confirmed have held up over 30 years. Prior to the actual study, two pilot studies were conducted to test the validity of the Teacher Sex Role Perception Inventory (TSRP) for use in 2011. Slight modifications to the original 1980 TSRP were made. Since the seminal work on teachers' expectations by Rosenthal and Jacobson in 1967 suggested the power of those expectations to influence student learning, education researchers have continued to study and debate the dynamics of expectations, including those based on students' gender. In 2006 two events reinvigorated the debate about teacher expectations and about gender. First, the advent of the growth model suggested that students with negative experiences in the classroom for 3 consecutive years may suffer incalculable harm to their learning that lasts throughout their schooling. Second, the federal rewriting of Title IX regulations to allow single sex schools gave new life to research on gender-based teaching and learning. In this study 175 teachers from 84 Ohio public school districts completed multiple sets of the TSRP Inventory. A total of 479 TSRPs were ultimately analyzed. Multiple linear regression (model comparison) was used to test the relationships between the four gender role expectations: androgyny, masculine, feminine, and undifferentiated and how they might be related to students' gender, students' achievement, grade level, and teacher gender. Results were generally consistent with Benz's 1980 findings that student high achievement rather than student gender is related to teacher expectation of androgyny. In general, teacher's masculine gender role expectations were related to student gender, not student achievement. Teachers' feminine gender role expectations varied across grade level, teacher gender, student achievement, and student gender. Generally, teacher's undifferentiated gender role expectations were related to student achievement, not student gender, or teacher gender. Gender may not predetermine whether or not students succeed in school but the results suggest that teachers' gender-based perceptions may continue to influence their interactions with students. High achievement seems to be related to androgyny, a socially and psychologically healthy basis for human interactions, but a feminine role is perceived as counter to academic achievement, a finding parallel to the results of 1980, and a concern worthy of further research.
Author: Kathryn R. Wentzel
Publisher: Routledge
ISBN: 1135592918
Category : Education
Languages : en
Pages : 1050
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Book Description
The Handbook of Motivation at School presents the first comprehensive and integrated compilation of theory and research on children’s motivation at school. It covers the major theoretical perspectives in the field as well as their application to instruction, learning, and social adjustment at school. Key Features: Comprehensive – no other book provides such a comprehensive overview of theory and research on children’s motivation at school. Theoretical & Applied – the book provides a review of current motivation theories by the developers of those theories as well as attention to the application of motivation theory and research in classrooms and schools. Chapter Structure – chapters within each section follow a similar structure so that there is uniformity across chapters. Commentaries – each section ends with a commentary that provides clear directions for future research.
Author: Louise Cherry Wilkinson
Publisher: Academic Press
ISBN: 1483276295
Category : Education
Languages : en
Pages : 293
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Book Description
Educational Psychology Series: Gender Influences in Classroom Interaction compiles papers presented at a conference funded by the National Institute of Education and held at the Wisconsin Center for Education Research, University of Wisconsin—Madison in October 1983. This book focuses on the interactional influences that may be related to differential classroom experiences for females and males. A diversity of issues that have a bearing on gender-related influences, such as contextual factors and teacher and student characteristics, from both theoretical and empirical perspectives are also deliberated. This compilation is addressed primarily to researchers, but is also useful to teachers, educational policy makers, and others who want to insure every child, regardless of gender or other status, the opportunity of a rewarding and challenging education.
Author: Christine M. Rubie-Davies
Publisher: Routledge
ISBN: 135124387X
Category : Education
Languages : en
Pages : 160
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Book Description
The influence of teacher expectations on student outcomes is routinely explored by professors, administrators, teachers, researchers, journalists, and scholars. Written by a leading expert on teacher expectations, this book situates the topic within the broader context of educational psychology research and theory, and brings it to a wider audience. With chapters on the history of the teacher expectation field, student perceptions of teacher expectations, and implications for practice, this concise volume is designed for use in educational psychology courses and any education course that includes social-psychological aspects of classrooms in the curriculum. It will be indispensable for student researchers and both pre- and in-service teachers alike.
Author: Maria Ginieri-Coccossis
Publisher:
ISBN:
Category : Interaction analysis in education
Languages : en
Pages : 502
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Book Description
Author: Donald Easton-Brooks
Publisher: Rowman & Littlefield
ISBN: 1475839677
Category : Education
Languages : en
Pages : 155
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Book Description
Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Author: Penelope W. St J. Watson
Publisher: Taylor & Francis
ISBN: 1003808131
Category : Education
Languages : en
Pages : 536
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Book Description
The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations presents, for the first time, the work of leading researchers exploring the synergies and interrelationships between these fields, and provides a catalytic platform for advancing theory, practice, policy and research from an integrated perspective. An understanding of how gender beliefs, stereotype threat, and teacher expectations interrelate is vital to creating safe, equitable, and encouraging learning spaces. The collection summarises how gender beliefs, stereotype threat, and teacher expectations act in association to influence gendered student achievement, engagement, and self-beliefs, and suggests ways toward rectifying their negative effects. The chapters are organised into four sections: Gender Beliefs, Identity, Stereotypes, and Student Futures Stereotype Threat Teacher Expectations Synergies and Solutions By examining synergies and solutions shared between the three fields, this book creates more meaningful, consistent, and permanent approaches to achieving gender identity safety, gendered scholastic equity, well-being, and positive futures for students. This comprehensive publication brings together cutting-edge research at the intersection of gender beliefs, stereotype threat, and teacher expectations. It is an essential reference for researchers and postgraduate students in education and gender studies as well as educational, social, and developmental psychology.
Author: Anne Statham
Publisher: State University of New York Press
ISBN: 143842101X
Category : Social Science
Languages : en
Pages : 224
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Book Description
This book examines university teaching from several perspectives: What male and female professors do in the classroom, their perceptions and feelings about teaching, and how students respond. Data were gathered by observing professors in their classrooms, doing selected unstructured interviews, and soliciting evaluations/feedback from their students. This triangulation of data provides a richness of information and insight into the process of university teaching. In addition to providing useful feedback to professors and administrators, this study integrates several social psychological approaches to gender with more recent feminist formulations. The findings support recently developed perspectives which argue that gender is a constantly created social phenomenon, not one cast securely in the concrete of social structure.
Author: Christopher Jencks
Publisher: Brookings Institution Press
ISBN: 9780815746119
Category : Education
Languages : en
Pages : 546
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Book Description
" The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
