Academic literature on the topic 'Boys Sex differences in education'
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Journal articles on the topic "Boys Sex differences in education"
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Sintema, Edgar J., and Thuthukile Jita. "Gender Differences in High School Students’ Beliefs about Mathematical Problem Solving." International Journal of Learning, Teaching and Educational Research 21, no. 10 (2022): 395–417. http://dx.doi.org/10.26803/ijlter.21.10.22.
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This study investigated high school students’ mathematical problem- solving beliefs based on their gender. A mathematical problem-solving beliefs questionnaire comprising 36 items across six beliefs scales was administered to a sample of 490 students (288 boys and 202 girls) from three schools: a mixed-sex school (106 boys and 103 girls), a single-sex boys’ school with 182 students, and a single-sex girls’ school with 99 students. The independent samples t-test was used to analyse the effect of gender on high school students’ mathematical problem-solving beliefs. Results revealed that there was a significant difference in students’ beliefs that some word problems cannot be solved with simple, step-by-step procedures, with girls exhibiting higher beliefs than boys. However, when the entire sample was analysed, gender did not have an overall effect on students’ mathematical problem-solving beliefs. It was further revealed that gender did not have a significant effect on students’ mathematical problem-solving beliefs at a mixed-sex (boys and girls) school. Results are important for the implementation of a problem-solving approach in a new mathematics curriculum. In addition, the results contribute to the literature in mathematics education by highlighting the importance of gender when considering debates about students’ problem-solving beliefs in mathematics.
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Martin, Jacqueline L., and Hildy S. Ross. "Sibling aggression: Sex differences and parents’ reactions." International Journal of Behavioral Development 29, no. 2 (2005): 129–38. http://dx.doi.org/10.1080/01650250444000469.
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Thirty-nine families were observed extensively at home when children were 21/2 and 41/2 years of age and again 2 years later. The Social Relations Model is used to investigate children’s sex differences in aggression and parents’ prohibiting aggression during sibling conflict. In the first observation period, boys engaged in more severe and mild physical aggression, grabbing, insulting, and property damage than girls. At Time 2, boys engaged in more mild physical aggression and insulting, than girls, but there were no sex differences in other forms of aggression. At Time 1, parents’ responses were relatively uninfluenced by the sex of the children. However, parents were more likely to prohibit mild physical aggression, grabbing, and property damage by and towards girls at the second time period. Conversely, parents showed more tolerance for boys’ mild physical aggression at Time 2, suggesting that this socialisation message may play a role in boys’ greater use of physical aggression both at home and with peers.
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Fontao, Maria del Pilar González. "Sex Differences in Academic Performance and Aptitudes for Cognition." Perceptual and Motor Skills 85, no. 3 (1997): 1031–34. http://dx.doi.org/10.2466/pms.1997.85.3.1031.
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Sex differences were investigated in the different cognition capacities and academic performance of 706 secondary school students. Girls scored significantly higher on subjective imagery and academic performance, while boys were significantly higher on greater objective imagery but not on creative perception or intelligence. We mention the relevance of findings in systematic education.
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Pavelová, Ľuboslava, Alexandra Archalousová, Zuzana Slezáková, et al. "The Need for Nurse Interventions in Sex Education in Adolescents." International Journal of Environmental Research and Public Health 18, no. 2 (2021): 492. http://dx.doi.org/10.3390/ijerph18020492.
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Background: Developmentally appropriate evidence-based sexual health education should be included as part of a comprehensive school health education program and be accessible to all students. The registered school nurse is a valuable resource to parents and educators in this area and supports the implementation of evidence-based sexual health education programs that promote healthy sexual development for adolescents. Methods: The research group consisted of 438 adolescents aged 12 to 15 years in a selected region in Slovakia, 186 boys and 252 girls. Average age of the girls was 13.2 and the boys 13.3 years. A nurse—a specialist in community nursing—collected the data using a self-designed questionnaire. The questions evaluated by the five-point Likert scale focused on finding out the knowledge and attitudes of adolescents to the role of school nurses regarding sexuality and reproductive health. Results were analyzed using parametric comparison tests with significance value 0.05: Student t-test for independent samples. Results: The girls and the boys most often drew information on sexuality and reproductive health from their parents and friends. The evaluation of the adolescents’ views on who should be a competent professional in the field of sexual education at schools found statistically significant differences between the boys and girls. For the boys and girls, a sexologist received the most significant assessment of competence. The interest in a school nurse in a school environment would be statistically significantly more appreciated by the girls compared to the boys, not just for solving problems related to healthy lifestyle, but also regarding sexuality, parenting and marriage. The adolescents consider the education for marriage and parenthood as the least discussed issue at present. In evaluating topics the adolescents would discuss, there were statistically significant differences between the boys and girls. Conclusions: A community or school nurse would also be able to successfully perform sexual education at schools. In Slovakia, this applied nursing discipline is lacking.
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Pavelová, Ľuboslava, Alexandra Archalousová, Zuzana Slezáková, et al. "The Need for Nurse Interventions in Sex Education in Adolescents." International Journal of Environmental Research and Public Health 18, no. 2 (2021): 492. http://dx.doi.org/10.3390/ijerph18020492.
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Background: Developmentally appropriate evidence-based sexual health education should be included as part of a comprehensive school health education program and be accessible to all students. The registered school nurse is a valuable resource to parents and educators in this area and supports the implementation of evidence-based sexual health education programs that promote healthy sexual development for adolescents. Methods: The research group consisted of 438 adolescents aged 12 to 15 years in a selected region in Slovakia, 186 boys and 252 girls. Average age of the girls was 13.2 and the boys 13.3 years. A nurse—a specialist in community nursing—collected the data using a self-designed questionnaire. The questions evaluated by the five-point Likert scale focused on finding out the knowledge and attitudes of adolescents to the role of school nurses regarding sexuality and reproductive health. Results were analyzed using parametric comparison tests with significance value 0.05: Student t-test for independent samples. Results: The girls and the boys most often drew information on sexuality and reproductive health from their parents and friends. The evaluation of the adolescents’ views on who should be a competent professional in the field of sexual education at schools found statistically significant differences between the boys and girls. For the boys and girls, a sexologist received the most significant assessment of competence. The interest in a school nurse in a school environment would be statistically significantly more appreciated by the girls compared to the boys, not just for solving problems related to healthy lifestyle, but also regarding sexuality, parenting and marriage. The adolescents consider the education for marriage and parenthood as the least discussed issue at present. In evaluating topics the adolescents would discuss, there were statistically significant differences between the boys and girls. Conclusions: A community or school nurse would also be able to successfully perform sexual education at schools. In Slovakia, this applied nursing discipline is lacking.
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Morrongiello, Barbara A., Michael Corbett, and Julia Stewart. "Understanding Sex Differences in Children’s Injury Risk as Pedestrians." Journal of Pediatric Psychology 45, no. 10 (2020): 1144–52. http://dx.doi.org/10.1093/jpepsy/jsaa072.
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Abstract Objective Boys experience more injuries as pedestrians than girls. The aim of this study was to compare how boys and girls cross streets in order to identify factors that differentially influence their injury risk as pedestrians. Methods Using a fully immersive virtual reality (VR) system interfaced with a 3D movement measurement system, various measures of children’s street-crossing behaviors were taken. Results At the start of the crossing, boys selected smaller (riskier) inter-vehicle gaps to cross into than girls. Subsequently, as they crossed, they showed greater attention to traffic, shorter start delay, and more evasive action than girls, which are strategies that could reduce risk as a pedestrian. Despite these efforts, however, boys experienced more hits and close calls than girls. Conclusion To enhance their safety as pedestrians, girls adopt a proactive approach and select larger inter-vehicle gaps to cross into, whereas boys apply a reactive approach aimed at managing the risk created by having selected smaller (riskier) gaps. Girls’ proactive approach yielded safer outcomes than boys’ reactive strategy.
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Oettingen, Gabriele. "The Influence of the Kindergarten Teacher on Sex Differences in Behavior." International Journal of Behavioral Development 8, no. 1 (1985): 3–13. http://dx.doi.org/10.1177/016502548500800102.
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The effect of the teacher on choice of activities of boys and girls in a German kindergarten is examined and her differential attraction for boys and girls is considered. The results indicate that the presence of the kindergarten teacher has a marked impact on boys' and girls' activity choices, thereby reducing the differences in boys' and girls' preferences for certain activities. The data also suggest that the teacher has a stronger attraction for girls than for boys. Possible influencing factors are discussed. The presence of the teacher is suggested to be a variable worth considering in kindergarten studies to give us further insights into children's behavior.
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Backer van Ommeren, Tineke, Hans M. Koot, Anke M. Scheeren, and Sander Begeer. "Sex differences in the reciprocal behaviour of children with autism." Autism 21, no. 6 (2016): 795–803. http://dx.doi.org/10.1177/1362361316669622.
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Differences in the social limitations of girls compared to boys on the autism spectrum are still poorly understood. Impaired social-emotional reciprocity is a core diagnostic criterion for an autism spectrum disorder. This study compares sex differences in reciprocal behaviour in children with autism spectrum disorder (32 girls, 114 boys) and in typically developing children (24 girls, 55 boys). While children with autism spectrum disorder showed clear limitations in reciprocal behaviour compared to typically developing children, sex differences were found only in the autism spectrum disorder group: girls with autism spectrum disorder had higher reciprocity scores than boys with autism spectrum disorder. However, compared to typically developing girls, girls with autism spectrum disorder showed subtle differences in reciprocal behaviour. The sex-specific response patterns in autism spectrum disorder can inform and improve the diagnostic assessment of autism in females.
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Abramo, Joseph Michael. "Gender Differences of Popular Music Production in Secondary Schools." Journal of Research in Music Education 59, no. 1 (2011): 21–43. http://dx.doi.org/10.1177/0022429410396095.
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In this case study, the author inv estigated how students’ gender affected their participation in a secondary popular music class in which participants wrote and performed original music. Three same-gendered rock groups and two mixed-gendered rock groups were observ ed. Would students of different genders rehearse and compose differently? How would same-gendered processes compare to mixed-gendered processes? Research suggests that girls learn differently from boys and that gender—as distinct from sex—is formed in social env ironments. In research on popular music education, howev er, the participation of girls has been under-documented and under-theorized. This study found that boys and girls rehearsed and composed differently: Whereas the boys combined musical gestures and nonv erbal communication into a seamless sonic process, the girls separated talk and musical production. In the mixed-gendered groups, tensions arose because participants used different learning styles that members of the opposite gender misunderstood. Broadening popular music pedagogies to incorporate different practices is suggested.
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Tong, Nga-Yui, and Hui Li. "Do Girls Outperform Boys in Early Syntactic Development? Negative Evidence from Mandarin-Speaking Preschoolers." Languages 7, no. 4 (2022): 281. http://dx.doi.org/10.3390/languages7040281.
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This study aimed to verify the sex differences seen in our previous study on early syntactic development among Cantonese-speaking children with the same corpus design but a different Chinese language: Mandarin. The utterances produced during half-hour play activities by 192 Beijing children, ranging from 3 to 6 years, were collected in the Early Child Mandarin Corpus and analyzed in this study. Their syntactic development was measured in terms of mean length of utterance (MLU), sentence type and structure, syntactic complexity, and verb pattern. The statistical analyses indicated significant age differences in MLU, sentence types and structures, and syntactic complexity. However, no sex or age-by-sex differences in MLU were found. This negative evidence indicates that sex difference is neither universal nor cross-language. The implications for early childhood education and future studies are discussed.
Dissertations / Theses on the topic "Boys Sex differences in education"
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Frick, Susan. "Strategies to enhance achievement for boys." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SFrick2006.pdf.
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Gobby, Brad. "Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate." Thesis, Gobby, Brad (2006) Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/41/.
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This study investigates the current influence of conservative political, social and economic forces in structuring the perspectives of five pre-service teachers on the education of boys. I argue that these perspectives are constituted by a conservative assemblage of essentialist discourses of sexuality and neoliberal capitalism and these largely extend the indomitable power of conservative forces increasingly shaping social relations inside and outside the field of education.
The interviews reveal that conservative discourses of sexual difference dominate the perspectives on boys and their schooling and this reliance on essentialist notions of sexuality effectively gives rise to a conflicting roles discourse that informs a recuperative masculinity politics and feminist backlash. I argue the social transformation effected by neoliberal economics is largely silenced when discussing boys and education and this allows participants to largely 'blame' feminism for the transformation of labour markets, work patterns, family relationships and gendered subjectivities, silencing its powerful influence. I contend personal insecurity and anxiety generated by neoliberal economic transformation have proliferated conservative discourses of sexuality, producing a defence of rigid sexual boundaries that proscribe the potential of male and female bodies by capturing their 'becoming', and to this extent I argue that conservative discourses of sexual difference are coextensive with the aims of neoliberal capitalism. However, rather than position men as victims, I argue the conservative assemblage including the boys' debate make available diverse ways for many individuals to experience their body powerfully, with the attributes and capacities of hegemonic masculinity being proliferated. The boys' debate is one resource for producing powerful subjectivities while extending the territory of the conservative assemblage increasingly constituting our world.
Methodologically this is a qualitative inquiry that utilizes discourse analysis extensively informed by poststructural theories of knowledge, power and the subject. I also make connections with the work of Deleuze and Guattari and the theories of corporeal feminism, including a theory of the body as a machinic assemblage in order to interrogate the conservative territorialisation of subjectivity and social relations. Finally, I argue the need to consider the alignment of discourses of sexual difference, neoliberal capitalism and the body in order to create a future beyond the limits currently defined by our culture.
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Gobby, Brad. "Captured becomings : an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate /." Gobby, Brad (2006) Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/41/.
Full textAbstract:
This study investigates the current influence of conservative political, social and economic forces in structuring the perspectives of five pre-service teachers on the education of boys. I argue that these perspectives are constituted by a conservative assemblage of essentialist discourses of sexuality and neoliberal capitalism and these largely extend the indomitable power of conservative forces increasingly shaping social relations inside and outside the field of education.
The interviews reveal that conservative discourses of sexual difference dominate the perspectives on boys and their schooling and this reliance on essentialist notions of sexuality effectively gives rise to a conflicting roles discourse that informs a recuperative masculinity politics and feminist backlash. I argue the social transformation effected by neoliberal economics is largely silenced when discussing boys and education and this allows participants to largely 'blame' feminism for the transformation of labour markets, work patterns, family relationships and gendered subjectivities, silencing its powerful influence. I contend personal insecurity and anxiety generated by neoliberal economic transformation have proliferated conservative discourses of sexuality, producing a defence of rigid sexual boundaries that proscribe the potential of male and female bodies by capturing their 'becoming', and to this extent I argue that conservative discourses of sexual difference are coextensive with the aims of neoliberal capitalism. However, rather than position men as victims, I argue the conservative assemblage including the boys' debate make available diverse ways for many individuals to experience their body powerfully, with the attributes and capacities of hegemonic masculinity being proliferated. The boys' debate is one resource for producing powerful subjectivities while extending the territory of the conservative assemblage increasingly constituting our world.
Methodologically this is a qualitative inquiry that utilizes discourse analysis extensively informed by poststructural theories of knowledge, power and the subject. I also make connections with the work of Deleuze and Guattari and the theories of corporeal feminism, including a theory of the body as a machinic assemblage in order to interrogate the conservative territorialisation of subjectivity and social relations. Finally, I argue the need to consider the alignment of discourses of sexual difference, neoliberal capitalism and the body in order to create a future beyond the limits currently defined by our culture.
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Cyr, Desiree. "Single sex classrooms, how boys and girls learn differently a guidebook for elementary teachers /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DCyr2007.pdf.
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Field, M. "Boys, education, pedagogies : reconstructing sport, reconstructing masculinities /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19295.pdf.
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Collins, Tina. "A case study of boys' 'underachievement' within the English school system." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/68657/.
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This thesis focuses on the ways in which ‘underachievement' is constituted for boys identified as ‘underachieving' at Stone Acre, a non-selective school in a selective Local Authority in England. It explores how performance pressures, the school processes of the curriculum, selective grouping practices and teachers' understandings of gender all shape boys' experiences of learning. It argues that these layers also interconnect with school type and ethos. In seeking to bring these less visible readings of the policy frameworks and school level processes by which gendered learning outcomes occur, to the surface, this study contributes to the debate around boys' ‘underachievement' in the English school system. The research was conducted as a case study and adopted elements of an ethnographic approach. It is grounded in the work of Connell (2012, p.1677) who understands masculinities as being continuously produced in interaction with social structures and the body as encountering ‘gender regimes'. Data were gathered through a five-stage process that involved paired interviews with six boys in Year 10 (age 15) and identified at the start of the research as ‘underachieving' against the key performance benchmark: attainment at GCSE level. Additional data were collected from other sources including observations of the boys during lessons and individual interviews with eleven teachers. A key conclusion of the study was that boys identified as ‘underachieving' against key performance indicators are not learning in a gender-neutral space. Some teachers were found to have essentialist understandings of masculinities that were powerful in shaping the spaces in which the boys learned. Accountability pressures were identified as having contributed to the creation of a regulatory system that shaped the practices of teachers in both positive and negative ways. Stone Acre's school ethos and school-based approaches to teaching and learning were also found to have mitigated the boys from some of these pressures. Looking beyond the boys towards the system within which boys identified as ‘underachieving' experience their learning, this thesis demonstrates the complex, shifting and contextualised nature of the factors involved and the need for more structural readings of these.
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Ell, Barbara Ann. "Boys and literacy: Disengaging from reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2983.
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This quantitative study investigates the disparity that exists between girls and boys and how changes can be implemented to keep boys from disengaging from reading. It examines the reading materials that are available to increase boys' interest in reading and discusses ways in which teachers can develop programs and parents can take action to change boys reading habits. The study employed teacher surveys and student surveys from sixth grade boys in three San Bernardino middle schools.
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Demaske, Devin M. "The Differences Between How Boys and Girls Learn and the Benefits of Single Gender Schools." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1299084611.
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Fellowes, Janet. "Boys and writing: Attentiveness levels and the impact of single gender classes and teaching methods." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/660.
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The study is concerned with boys' literacy learning. It seeks to gauge whether the change to a single-gender class brings about any improvement in the boys' attentiveness levels during writing lessons and also to ascertain whether attentiveness is influenced by other factors associated with the learning tasks, and with the teacher's pedagogical and management practices.
This study involves the scrutiny of writing lessons in three classes in Western Australian metropolitan primary school - a Year 5 co-educational class, a Year 6 allboy's class ( comprising boys from the Year 5 class) in the hands of one teacher and the same class in the hands of another.
Attention levels are measured at various times during writing lessons in the three classes and the approaches taken by the three teachers in the delivery of writing lessons are closely monitored.
The performance of a particular boy in these classes is also studied in the hope that a useful comparison might be made between his results and those of the classes generally.
The study concludes that higher levels of attentiveness will not necessarily flow from the introduction of an all-boys' class and that teaching methods are of greater importance in this regard.
However, the study does indicate that all-boys' classes are potentially advantageous in creating an environment where boys feel more assured and contented and that a possible consequence of this is a willingness on the part of boys to participate more fully in lessons. The study also highlights that any potential for greater attentiveness of boys during writing lessons is unlikely to be realized if the teacher maintains a negative view about boys' capacity to learn and achieve. Finally the study observes there is great individual difference in attentiveness of individual boys, even when there is an overall pattern of higher or lower attentiveness.
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Clark, Paul 1965. "A study of two Philippine high schools : a cross-cultural look at the education of girls and boys." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36893.
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While most schooling in the Philippines currently takes place in a coeducational setting, it seems apparent that, although they are attending the same high schools, boys and girls are not getting the same education. In many areas of the Philippines, boys' dropout rates are almost three times that of girls'. As more females graduate from college, women are rapidly replacing men in many fields.<br>However, this does not mean that women are leaving their traditional responsibilities in the home. Quite the opposite, women are now finding themselves faced with double the work while men essentially find themselves without the training or skills to adapt to a changing society.<br>This dissertation looks specifically at the schooling of two communities in the central Philippines. Looking at one school from a very rural village and another in a larger city, I examine the historical and sociological traditions of the Philippines and the island of Panay specifically. I investigate the reasons for girls' success while also looking at some reasons for boys' failure. I look closely at students' relationships with their schools, their teachers, their families, and with each other; I am trying to get a sense of how they perceive themselves and their world.<br>This dissertation uses qualitative research methods including lengthy observation and interview of students, families and teachers. It draws from the traditions of phenomenology and grounded theory, and is constructed in an interpretive anthropological tradition in which the narration is in first person singular and, where possible, the present tense.
Books on the topic "Boys Sex differences in education"
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Thorne, Barrie. Gender play: Girls and boys in school. Open University Press, 1993.
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Gibbons, Sandra. Girls and boys in elementary physical education: Issues & action. Canadian Association for Health, Physical Education, Recretation and Dance, 1999.
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Slack, Sandra. Make room for boys!: Helping boys thrive in preschool. HighScope Educational Research Foundation, 2015.
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Riordan, Cornelius H. Girls and boys in school: Together or separate? Teachers College Press, Teachers College, Columbia University, 1990.
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Jane, Kenway, ed. Answering back: Girls, boys, and feminism in schools. Routledge, 1998.
Find full textBook chapters on the topic "Boys Sex differences in education"
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Frønes, Tove Stjern, Maria Rasmusson, and Jesper Bremholm. "Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_12.
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AbstractThis chapter studies equity in reading performance in PISA 2000–2018 in three Nordic countries: Denmark, Sweden and Norway. Using regression analyses, the study investigates how the reading performance trend for groups of students with different genders, home backgrounds and minorities has developed. The study is contextualised through an up-to-date description of reading comprehension instruction in the countries. In addition to trend analyses of general reading performance, the study examines if the differences between groups of students are consistent across different text formats in the digital version of the PISA test, distinguishing between static text types (e.g., articles, letters, stories) and dynamic text types (e.g., websites, forums and e-mails, etc.). We find a consistently high reading literacy performance in all Scandinavian countries compared with international development. There are large gender differences in the average reading performance in all three countries, disfavouring boys, especially low-performing boys from low SES home backgrounds. We find a huge and stable gap between minority and majority students’ reading achievement, even when corrected for SES. Taking these findings into account, we assert that there is no basis for concluding that the school systems give more equitable learning conditions for groups of students now than when the PISA assessments started. However, it appears that the new online text formats in PISA 2018 might shrink the differences between student groups. Based on our findings, we argue that it is highly doubtful if one can still speak of a Nordic model of education, both as an idea of equity and fairness and as a model that is united across the Nordic countries.
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Castro-Alonso, Juan C., and Petra Jansen. "Sex Differences in Visuospatial Processing." In Visuospatial Processing for Education in Health and Natural Sciences. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20969-8_4.
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Pearce, Sharyn. "Molding the Man: Sex-Education Manuals for Australian Boys in the 1950s." In Sexual Pedagogies. Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9781403981035_5.
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Martin, Susan K., Caroline Daley, Elizabeth Dirnock, Cheryl Cassidy, and Cecily Devereux. "On the Education of Girls, and the Differences Which Should Exist Between the Tbaining of Gibls and of Boys." In Women and Empire, 1750–1939. Routledge, 2021. http://dx.doi.org/10.4324/9781003101864-53.
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Engdal Jensen, Ragnhild. "Implications of Changing the Delivery Mode on Reading Tests in Norway—A Gender Perspective." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_13.
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AbstractWhat can be seen as a digital shift in society is also visible in the Norwegian educational system, as the use of digital devices has increased in both teaching and learning activities. Together with some practical and logistical reasons, the former has very much facilitated the change of delivery mode of the Norwegian National Assessment of Reading Literacy. At the same time, a concern arose regarding whether the test will continue to measure the same underlying concept of reading as before. Furthermore, from the equity perspective, it is important that the change of mode is not disfavourable to any particular group of students. As a solution to this, the format of the test is preserved using fixed, as opposed to dynamic, texts, assuming that fixed texts are consumed in the same way regardless of whether they are presented on paper or on screen. Building on this, this chapter reports on a field trial study for the 2016 Norwegian National Assessment in reading. Nine hundred seventy-three eighth graders from nine different schools participated in completing reading tests on either paper or screen. The main aim of the study is to explore to what extent delivery mode seems to influence students’ outcomes. In particular, we investigate whether the change in delivery mode affects boys’ and girls’ results on reading comprehension tests in the same way. For the purpose of analysis, the Rasch model will be used as a measure of student ability and a multiple regression model will be used to investigate gender differences across the modes. Based on the research so far, we assume that the change in mode will not have a significant impact on student performance relative to gender. The results will be discussed in the light of the gender gap in reading achievement present in the Norwegian educational system.
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"Boys: Sex Education and Sexual Difference." In Young People's Views on Sex Education. Routledge, 2012. http://dx.doi.org/10.4324/9780203046692-7.
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Gorard, Stephen. "Differential outcomes at school and beyond." In Education Policy. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447342144.003.0003.
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This chapter presents the simple patterns of a two-decade study into participation in education and attainment after the age of 16, in higher education, and throughout adult learners' lives. These findings are derived from the apparent differences in attainment by various social groups, girls and boys, types of schools, regions, and countries. The indicators covered in this chapter are the differences linked to family income, differences linked to special education needs (SEN), differences linked to precise age-in-year, differences linked to ethnicity, differences linked to first language, differences linked to recorded sex, participation in higher education, and finally, adult participation in education and training.
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Gorard, Stephen. "Differential attainment at school." In Education Policy. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447342144.003.0005.
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This chapter looks in more detail at some of the patterns of attainment in Chapter 3, such as by sex and area of residence. While these patterns change over time, all of them give further clues as to why the patterns themselves exist. As such, this chapter looks at some of the evidence on what were ‘moral panics’ at the time, such as the failure of pupils in Wales and the increasing under-achievement of boys and of parts of the United Kingdom. It also suggests that using the more sensitive measure of the duration of poverty (years with free school meals, or FSM) has much to recommend it. Using the number of years a student has been eligible for FSM, and how segregated a school system is by poverty and other indicators of disadvantage, it is possible to explain substantive differences such as the apparently superior attainment of schools in the South of England compared to the North.
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"Boys will be boys? Racism, sexuality and the construction of masculine identities among infant boys." In Families, Education and Social Differences. Routledge, 2013. http://dx.doi.org/10.4324/9781315005225-19.
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Schultz, Jaime. "Sex Segregation." In Women's Sports. Oxford University Press, 2019. http://dx.doi.org/10.1093/wentk/9780190657710.003.0006.
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Why do we segregate sport on the basis of sex? In Playing With the Boys: Why Separate Is Not Equal, scholars Eileen McDonagh and Laura Pappano argue that there have been “three I’s” historically used to justify sex segregation in sport: Women’s physical differences from...
Conference papers on the topic "Boys Sex differences in education"
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Mavrudiev, Petko. "MOBILE GAMES AS A MEANS OF DEVELOPING MOTOR QUALITIES IN TENNIS TRAINING." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/123.
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ABSTRACT In many methods in different sports, mobile games are used to improve the motor abilities of adolescents. We have developed and tested a methodology based on mobile games in tennis training. The study aims to optimize the physical preparation of the 10 years old boys who are training tennis in school in an extracurricular form of education through the tools of the moving games. The оbject of study are 40 boys, 10 years old (3rd grade) divided into two groups of 20 children - experimental and control. The subject of the study are the signs of physical development and motor skills. To establish the effectiveness of the applied methodology, testing was carried out twice with all participants in the study (at the beginning and the end of the experimental period) on six tests, two physical development indicators, and BMI. The results were subjected to mathematical and statistical processing by Variation analysis, Comparative t-criterion of Student, BMI. The analysis of the results shows that, at the end of the experiment, the experimental group has higher achievements in all studied indicators. Unlike the first test, however, in which there were insignificant differences between the two groups in the level of development of the studied traits, in the second test - the ratio changed in favor of the experimental group. It can be argued with a high guarantee probability that the specific work with the means of mobile games applied by us has led to a significant increase in the level of development of the boys in the experimental group speed endurance, the explosive force of the lower limbs, both in vertical and horizontal efforts. As the main conclusion of the study, we could conclude that the experiment, through the means of mobile games in general, has positively influenced the development of basic motor skills, physical ability, and health status of students.
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Ljubičić, Sanja, Ljubomir Antekolović, and Vedran Dukarić. "Differences in the level of body equilibrium by sex in early school-age children." In 12th International Conference on Kinanthropology. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-10.
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Equilibrium represents the motor capability responsible for the performance of virtually all functional movements. Thus, the importance of early diagnosis of equilibrium levels in boys and girls was recognized as the key factor for the prevention of motor deficits and muscles misbalances later in life. Purpose: The purpose of this paper was to show the difference between boys and girls aged 7‒10 years in the level of unilateral static balance of the take-off leg. Methods: Research was conducted at the Kvarner Athletics Club Rijeka, and it involved 80 children aged 7‒10 years (38 boys and 42 girls). Measurement of static unilateral equilibrium was obtained using Gyko Inertial System (Microgate, Bolzano, Italy). Three attempts were made in 20 seconds and two motor variables were observed: medio-lateral and antero-posterior trajectories of the body. For both variables, the arithmetic mean, the minimum and maximum score and standard deviation were calculated. Moreover, a non-parametric method of the Mann-Whitney U test was used to determine statistical significance between boys and girls. Statistical significance was set at p < 0.05. Results: Statistically, girls have significantly better results compared to boys, both in the medio-lateral trajectory variable (M_Sumg = 335.1, M_Sumb = 479.34) and the antero-posterior trajectory variable (M_Sumg = 291.14, M_Sumb = 411.71). Conclusion: The results of this study showed that girls aged 7‒10 years achieved significantly better results compared to boys in observed motor variables (medio-lateral and antero-posterior trajectory of the body), when performing a static unilateral take-off leg balance test. These results are consistent with previous research. Indications for such results stem from different perspectives, among which the most common one refers to the earlier maturation of the systems responsible for postural control in female bodies. Recommendation for further research is to conduct examination on a larger sample of subjects, in younger children (pre-school age) and with both legs.
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Boncheva, Maria. "CHANGES IN THE LEVEL AND TYPE OF STUDENTS’ PHYSICAL ACTIVITY BEFORE AND DURING THE COVID-19 PANDEMIC." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/105.
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ABSTRACT The current study aims to reveal the changes in the levels of physical activity before and during COVID-19 pandemic among students in 8th to 12th grade. A total of 160 Bulgarian students took part in the study (98 girls – 60%; 62 boys – 40%), with an average age of 16 years. The following methods were used to achieve the set goals: scientific literature review, designing a questionnaire and statistical data analysis with the SPSS software. The Statistical Package for Social Sciences was used for the descriptive statistics, frequencies and revealing significant correlations and differences according to different factors of the subjects in the study. A structured questionnaire was created, which was distributed through the social networks. The obtained results allowed for revealing the main type of physical activity performed before and during the pandemic among the students. The most common physical activity before the pandemic period is the participation in the Physical Education and Sport classes with 51%, and during COVID-19 is the possibility to perform some physical exercises indoors at home – 65%. The study has revealed that after the alleviation of the restrictive measures, a large portion of the students would increase the time for sport and physical activity (54%).
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Ilyushenko, N. A., Yu O. Gainutdinova, Z. B. Eskindyrova, O. V. Ragozina, I. A. Shevnin, and B. Z. Jafarova. "Sexual dimorphism in the physical development of boys and girls of the northern region with an established dysplastic phenotype." In VIII Vserossijskaja konferencija s mezhdunarodnym uchastiem «Mediko-fiziologicheskie problemy jekologii cheloveka». Publishing center of Ulyanovsk State University, 2021. http://dx.doi.org/10.34014/mpphe.2021-94-97.
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The article analyzes the data of an anthropometric and somatotypological study of 164 boys and 93 girls of the northern region, different sexual somatotypes with different severity of signs-phenes of undifferentiated connective tissue dysplasia. It was found that 44% of boys and 22% of girls with d, according to sexual somatic differentiation, correspond to the biological sex, 34% of boys and 53% of girls have mild gender dysplasia in the form of mesomorphy, and 19% of boys and 21% of girls have signs of sex inversion. Undifferentiated connective tissue dysplasia affects the severity of morphotypological differences between sexual somatotypes and the appearance of signs of gracialization within them.
 Key words: northern region, adolescence, sexual dimorphism, undifferentiated connective tissue dysplasia.
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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.
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Blue, Jennifer. "Using Matched Samples to Look for Sex Differences." In 2003 PHYSICS EDUCATION RESEARCH CONFERENCE: 2003 Physics Education Conference. AIP, 2004. http://dx.doi.org/10.1063/1.1807250.
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Hamranová, Anežka, and Blandína Šramová. "DIFFERENCES IN PREFERRED VALUE STRUCTURE BETWEEN ADOLESCENT BOYS AND GIRLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end061.
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"The article’s main purpose is to present the value structure of adolescents. The period of adolescence is significantly important in an adolescent´s life in terms of the formation of the value structure. The structure of values firmly directs adolescents to choose their lifestyle and shows the direction of personality motivation. The preference for specific values is influenced not only by the adolescent´s personality, but also by his interests, needs, attitudes, and various events in his life. The research sample consisted of Slovak adolescents (N=335, girls N=205, boys N=130). The average age was 16.3 years. Our interest was focused on gender differences in the structure of values, measured using the Portrait Value Questionnaire (PVQ, Schwartz, 2003). The results showed a difference in preferred value structures (statistically significant) between girls and boys. Girls scored higher in the values of self-direction, universalism, openness to change, and self-transcendence."
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Pembridge, James J., and Marie C. Paretti. "Differences between same-sex and cross-sex mentoring relationships in capstone design courses." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462256.
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Reviriego-Reinaldo, Noemí. "Junior And Teen Refugee Mental Health: Sex Differences." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.28.
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Nagata, JM, K. Bibbins-Domingo, AK Garber, S. Griffiths, E. Vittinghoff, and SB Murray. "4 Boys, bulk, and body ideals: sex differences in weight gain attempts among adolescents in the united states." In RCPCH and SAHM Adolescent Health Conference; Coming of Age, 18–19 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/bmjpo-2019-rcpch-sahm.4.
Full textReports on the topic "Boys Sex differences in education"
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Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.114.
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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
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Wong, Xaria, and Iulia Andreea Toma. Gender and Protection Analysis: Juba, Rumbek and Pibor, South Sudan. Oxfam, 2022. http://dx.doi.org/10.21201/2022.8946.
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This research was conducted to analyse the distinct gender needs and protection concerns of women, girls, men and boys in order to inform the implementation by Oxfam and its partners of the Sida-funded project, ‘Building resilience through gender- and conflict-sensitive approaches to education, skills development, and sustainable livelihoods in South Sudan’. It explores the gendered power relations between women, girls, men and boys, with a focus on the differences in their roles and responsibilities, decision-making power and access to and control over resources. It draws attention to the limited decision-making power held by women and girls, their specific needs, and the rights denials they face pertaining to education and livelihoods in Juba, Rumbek and Pibor. It provides practical recommendations to meaningfully address gender inequalities during project implementation, but is also intended to be used by the broader humanitarian community working in South Sudan to better inform humanitarian design, programming and response.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.
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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Boys and girls show different vulnerabilities to maternal postnatal depression. ACAMH, 2020. http://dx.doi.org/10.13056/acamh.12299.
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Findings suggest that prenatal anxiety and depression confer risk in different ways in boys and girls, and later work confirmed that there might be sex differences in the biological underpinning of psychopathology.