Relevant bibliographies by topics / Gender and teacher control

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Gender and teacher control'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Gender and teacher control"

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Ni Wayan, Eminda Sari. "Manifestation of Teacher’s Speech Hegemony in Learning Bahasa Indonesia in the Classroom." International Journal of Social Sciences and Humanities Invention 7, no. 09 (September 2, 2020): 6162–66. http://dx.doi.org/10.18535/ijsshi/v7i09.02.

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Abstract The purpose of this study was to study, describe and analyze the teacher's hegemony in the class discourse of gender perspective. To achieve that goal, this research attempts to describe and explain the acts and verbal forms of the subjects’ speech (teacher and students). In determining data and data analysis, a gender perspective is used as a basis for describing the conception of men and women as a reflection of the prevailing ideology in society. These conceptions related to gender identity, gender roles, and gender status all have implications for gaining access, participation, control, and benefits. This research data is in the form of oral discourse of teacher and students’ speech as verbal data and context as nonverbal data. Field notes are used as additional verbal and nonverbal data. The method used in this study is observation, interviews, and audio-visual recordings of students' activities in classroom learning. Forms of hegemony include directive speech, assertive speech, and expressive speech from female teachers to students. While male teachers show the use of expressive speech to hegemonize students in classroom learning.
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Mwivanda, Marycasta, and P. M. Kingi. "Teachers’ Adversity Quotient Dimension of Control and Students Academic Performance in Secondary Schools in Kenya." Journal of Education and Training 6, no. 1 (February 20, 2019): 83. http://dx.doi.org/10.5296/jet.v6i1.14373.

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Self-control has been related to positive student outcomes including academic performance of elementary students. However, the changing nature of learning organizational environments has become a threat for most teachers. The purpose of this paper is to investigate the teachers’ adversity quotient and its effects on students’ academic performance. The study adopted adversity quotient theory and correlation design. The study sample comprised of 441 secondary school teachers. Data was collected using the Adversity Quotient Profile Questionnaire for teachers. Validity was ascertained using Cronbachs’ alpha and coefficient value of 0.7 was considered. Data was analyzed using t-test and Pearson’s Product Moment correlation coefficient to test relationships between the variables. The findings indicate a significance difference between gender and teachers’ adversity quotient value control dimension (t=148.4), Gender (t=62.7) (P=0.000). There is a positive significant relationship between adversity quotient dimension of control and students academic performance (r=.483), (P<0.01). The study recommends policy makers to recognize the importance of testing and assessing teachers’ adversity quotient, devising appropriate and timely teacher support mechanisms and professional development programmes in order to improve teachers’ adversity quotient in relation to students’ academic performance in schools.
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Martin, Andrew J., Herbert W. Marsh, Dennis M. McInerney, Jasmine Green, and Martin Dowson. "Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem." Australian Journal of Guidance and Counselling 17, no. 2 (December 1, 2007): 109–25. http://dx.doi.org/10.1375/ajgc.17.2.109.

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AbstractThe aim of the present study was to better understand the combined and unique effects of teacher–student and parent–child relationships in students' achievement motivation and self-esteem. Participants were 3450 high school students administered items assessing their interpersonal relationships, academic motivation and engagement, academic self-concept, and general self-esteem. Preliminary correlations showed that both teacher–student and parent–child relationships are significantly associated with achievement motivation and general self-esteem. Importantly, however, when using appropriate structural equation models to control for shared variance amongst predictors, findings showed that although teachers and parents are clearly influential, after controlling for gender, age, and the presence of both interpersonal relationships in the one model, teacher effects are stronger than parent effects, particularly in the academic domain.
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Schempp, Paul G. "Physical Education Student Teachers’ Beliefs in Their Control Over Student Learning." Journal of Teaching in Physical Education 5, no. 3 (April 1986): 198–203. http://dx.doi.org/10.1123/jtpe.5.3.198.

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This study determined changes in physical education student teachers’ beliefs (perceptions) of control over student learning. A pre-post student teaching design was used to detect changes in beliefs of 44 volunteer physical education student teachers. Beliefs in control over learning outcomes were measured by the Teacher Locus of Control scale. Pretesting was completed 5 weeks prior to teaching, and posttesting was administered at the completion of the 10-week student teaching experience. Data were gathered over a 2-year period. Data analyzed via a paired t-test indicated the student teachers’ belief of responsibility for student learning was decreased. Specifically, total responsibility for student outcomes and responsibility for student failure showed significant p < .05) decreases. No change in beliefs regarding control over student success was detected. A multiple regression analysis revealed significant p < .05) gender differences on the postteaching composite score. It appeared that males showed a significantly greater overall decrease in perceptions of beliefs of control over student learning.
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Yu, Guoliang, Yan Dong, Qi Wang, and Ran An. "Reducing teacher stress: improving humanized management of Chinese teachers." Journal of Chinese Human Resource Management 7, no. 2 (October 10, 2016): 82–99. http://dx.doi.org/10.1108/jchrm-07-2016-0014.

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Purpose To improve humanized management of Chinese teachers, the aim of this study is to, first, investigate the stress of Chinese teachers, and, second, to examine the relationship of teacher stress with coping strategies and social support. Moreover, an attempt is made to examine the moderating role of coping strategies in the relationship between social support and teacher stress. Design/methodology/approach Participants consisted of 363 teachers from 6 public primary and secondary schools (both regular and vocational schools), who completed 3 self-report questionnaires examining teacher stress, coping strategies and social support. The methodology used was t-test, correlation analysis and hierarchical multiple regression analysis. Findings There are more than 50 per cent of primary and secondary school teachers suffering from mild to extremely severe stress. Working environment (regular or vocational schools), gender and age affect teacher stress. Social support and passive strategies have significant relationships with teacher stress, and passive strategies moderate the relationship between social support and teacher stress. Research limitations/implications The study is based on a sample taken from public primary and secondary schools, and the character of the research was cross-sectional. Therefore, we must be cautious in generalizing the findings. An important implication for management of the findings of this study is the importance of humanized management for teachers. To reduce teacher stress, more social support should be provided by educational administrators, and teachers should be trained to avoid using passive strategies. Originality/value Through the investigation into the teacher stress in both regular and vocational schools, this study provides a new point of view for human resource managers to control and reduce teacher stress in China by improved humanized management.
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Ardila-Rey, Alicia, and Melanie Killen. "Middle class Colombian children’s evaluations of personal, moral, and social-conventional interactions in the classroom." International Journal of Behavioral Development 25, no. 3 (May 2001): 246–55. http://dx.doi.org/10.1080/01650250042000221.

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The aim of this study was to investigate Colombian children’s evaluations of locus of control, compliance, teacher legitimacy, and teacher methods of conflict resolution regarding personal, moral, and social-conventional interactions in the classroom setting. Sixty-three middle class Colombian children at 3 years (n = 20), 5 years (n = 24), and 7 years (n = 19) of age, almost evenly divided by gender, were individually interviewed. With increasing age, children judged that children, not teachers, should make decisions (locus of control) about choice of activities and choice of playmates, and for some social-conventional issues as well. The vast majority of children, with increasing age, preferred that teachers use negotiation and explanation instead of punishment when responding to all types of conflicts, personal, moral, and social-conventional ones. Colombian children’s reasoning about personal, moral, and social-conventional events was not strictly “hierarchical” or “authority-oriented” as might be expected from recent cultural theorising.
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Usman, Hassan, Wun Thiam Yew, and Salmiza Saleh. "Effects of van Hiele’s phase-based teaching strategy and gender on pre-service mathematics teachers’ attitude towards geometry in Niger State, Nigeria." African Journal of Educational Studies in Mathematics and Sciences 15, no. 1 (June 15, 2019): 61–75. http://dx.doi.org/10.4314/ajesms.v15i1.6.

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The study investigated the effects of van Hiele’s phase-based teaching strategy and gender on pre-service mathematics teacher attitude towards geometry in Niger state, Nigeria. The study employed pre-test and post-test quasi-experimental design using a two-by-two (2x2) factorial matrix with one experimental and control group. The experimental group was exposed to Van Hiele’s phase-based teaching strategy while the control group was taught the same topics with conventional teaching strategy. Three null hypotheses with corresponding research question were formulated to guide the study. Attitudes Towards Geometry questionnaire (ATGQ) was the instrument employed to collect data from 149 sampled pre-service mathematics teachers from the two colleges of education situated in Niger State, Nigeria. The sample colleges were selected using purposive sampling technique. A reliability coefficient of 0.73 was obtained for Attitudes Towards Geometry questionnaire. Two-way Analysis of Variance (ANOVA) was employed in analysing the data at 0.05 level of significance. The results of the study revealed that van Hiele’s phase-based teaching strategy is more effective in improving pre-service mathematics teachers’ attitude towards geometry. It was recommended among others, that since van Hiele phase-based teaching strategy was found to be effective in enhancing pre-service mathematics teacher attitude towards geometry, the strategy should be employed by lecturers in course of teaching students. The teacher education programme should be geared towards training of mathematics lecturers to learn van Hiele phase-based teaching strategy as it supports effective teaching and learning which thereby improving learners’ attitudes towards learning geometry.
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Khaledian, Mohamad, Banafshe Hasanvand, and Sohrab Hassan Pour. "The Relationship of Psychological Hardiness with Work Holism." International Letters of Social and Humanistic Sciences 5 (September 2013): 1–9. http://dx.doi.org/10.18052/www.scipress.com/ilshs.5.1.

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Background and Aim: Present research intends to investigate relationship of psychological hardiness with work holism among high school teachers. Methods: The under study society includes all male and female high school teacher in Ghorveh city in the academic year 2012-2013. Using simple random sampling method, a sample size of 100 male and female teachers was selected. To collect data, Kobassa Psychological Hardiness Questionnaire and Aghabeigi Workaholics Questionnaire were employed. To analyze the data, descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (t-test and regression analysis) were used. Results: The findings indicated that there is negative and significant relationship between the variables psychological hardiness and work holism. In addition, there is association between gender and psychological hardiness and between gender and work holism, also the constituents of psychological hardiness (commitment, control and challenge) are able to predict work holism.
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Barjesteh, Hamed, Sorour Azam Asadpour, and Mehdi Manochehrzadeh. "The Relationship between Iranian EFL Teachers’ Creativity and Time Management Skills." International Journal of Applied Linguistics and English Literature 7, no. 2 (March 1, 2018): 207. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.2p.207.

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Early research on creativity has illustrated that time is a significant resource education in general and classroom in particular. It is vital for incubation, thus, individuals should be given enough time to do a creative work. The current study sought to uncover the probable relationship between English language teachers’ creativity and time management skills. We hypothesized that teachers’ creativity plays a role in a number of variables such as age, gender, and teaching experience. It was also surmised that teacher creativity correlates time orientation. To measure teacher creativity, Zhou and George (2001) self-rating creativity was employed. In addition, Trueman and Hartley (1996) time management scale comprising five constructs, production of creative ideas, production of useful ideas, daily planning, confidence in long-term planning, and perceived control of time, were utilized to gauge time orientation. To comply with the objective, a total of 202 intermediate students from three English language institutes took part for the purpose of this study. They were requested to fill out the questionnaires. The data were collected over a period of three weeks. The data were analyzed using Pearson product-moment correlation coefficient to probe the relationship between the variables. The results suggest that teachers with more time orientation incorporate more teaching activities in their classroom. However, the findings revealed that a number of variables like age, gender and teaching experiences were not significant factors for teachers’ creativity skills. The findings suggest that a teacher should widen his perception of creativity and repertoire of employing activities in order to maximize students' capacity for novelty The may help language teachers and policy makers bring to a focus on the effects of time management skills and teachers’ creativity in the EFL content to achieve a better result in learning process.
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Adasi, Grace S., Kwaku D. Amponsah, Salifu M. Mohammed, Rita Yeboah, and Priscilla C. Mintah. "Gender Differences in Stressors and Coping Strategies Among Teacher Education Students at University of Ghana." Journal of Education and Learning 9, no. 2 (February 24, 2020): 123. http://dx.doi.org/10.5539/jel.v9n2p123.

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This study explored gender differences in stressors experienced by teacher education students at the University of Ghana, and adaptation stratagems they might utilise to manage stress. In 2018&ndash;2019 academic year, a total of two hundred and seventy (270) second- and third-year students were selected using random sampling procedure to respond to closed-ended and open-ended questions in a survey questionnaire. The questionnaire was adapted from Dental Environmental Stress (DES) to measure stressors students encounter and the Brief Coping Orientation to Problems Experienced (Brief COPE) to measure students&rsquo; coping stratagems they might use to minimise their stress levels (Folkman &amp; Lazarus, 1984). It was pre-tested to learners of the faculty of education at the University of Cape Coast, Ghana, to ensure the reliability and validity of the statements. The findings show that the students use multiple strategies, such as praying/meditating and self-distracting activities to cope with stress. Although, females had higher overall perceived stress levels regarding encountered academic stressors and health stressors, the difference between genders was insignificant. Similarly, females had a higher perception of stress from psychosocial stressors when likened to males, however, the difference between genders was also insignificant. Regarding perceived coping stratagems, females utilised adaptive coping stratagems whilst males utilised maladaptive and avoidance coping stratagems although the difference between genders was also not significant. The study recommended among others that males be urged to likewise utilise increasingly adaptive strategies to control strain.
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Dissertations / Theses on the topic "Gender and teacher control"

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Frost, Daniel, and Mikael Lundqvist. ""Matstund-Viktig pratstund?" : En studie kring kommunikationen vid måltidssituationer i förskolan." Thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-63784.

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Engelsk titel: “Mealtime- important communication?”- A study of communication at mealtime situations in preschool Studiens mål: Syftet med uppsatsen har varit att undersöka hur kommunikationen vid måltidssituationen på förskolor ser ut idag. Bakgrund: Att våra matvanor grundläggs i unga år är sedan länge känt. Huvudansvaret för att matvanorna blir goda är på grund av vårdnadshavarna, men eftersom barn vistas så många timmar utanför hemmet, har även en del av ansvaret lagts på förskolan eller skolan. Metod: Vi har avgränsat oss till att studera skillnader kring kommunikation vid traditionell måltidssituation respektive servering av buffé mellan förskollärare och barn, där både flickor respektive pojkar i åldern 4-5 år deltog. För att undersöka dessa skillnader har vi gjort två videoobservationer. Den första videoinspelningen skedde på förskolan som serverade maten på traditionellt vis och den andra videoinspelningen ägde rum på förskolan som hade självservering, i form av buffé. Litteraturen har haft sin utgångspunkt i kommunikation vid måltidssituationer i förskolan. Bernsteins teori om makt och kontroll har använts i denna avhandling. Resultat: Studien visar att matstunden också är en viktig pratstund i förskolan och att skillnader finns ur ett genusperspektiv. Förskolläraren uppvisar även ha en betydande roll kring kommunikationen vid måltidssituationer i förskolan. Skillnader mellan den traditionella måltidssituationen och buffémåltidssituationen rådde, där starkare lärarkontroll gällande öppna frågor och organisatoriska förutsättningar befann sig under den traditionella måltidssituationen. Under buffémåltidssituationen rådde det en starkare lärarkontroll mot pojkar än mot flickor. Det rådde även en starkare lärarkontroll gällande regler och tillsägelser under denna måltidssituation.
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Sanderson, Nicole Brigit. "Gender issues in initial teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ33449.pdf.

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McCue, Lesley Anne. "The Effects of Teacher Candidate Gender, Principal Gender, and Degree Type on the Elementary Teacher Selection Process." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1354557126.

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Hopf, Diether, and Chryse Hatzichristou. "Teacher gender-related influences in Greek schools." Universität Potsdam, 1999. http://opus.kobv.de/ubp/volltexte/2009/4020/.

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BACKGROUND. Although there is a wealth of empirical studies examining the effects and the correlates of student gender in school, teacher gender has rarely been a research focus. Since Greece is one of the few Western countries with an about equal percentage of male and female teachers at primary and secondary levels of public education, it offers itself as a well-suited context for exploring teacher gender-related influences. AIMS. The aim of the study was to examine gender-related differences in Greek classrooms focusing on teacher gender. It was hypothesised that due to the societal context clear gender effects could be detected. It was also assumed that teacher-student interaction patterns would be influenced by teacher gender not so much as a main effect but as interaction effects involving variables such as student gender, student achievement, grade, and teacher specialisation. Samples. The samples consisted of 1041 elementary school (mean age = 11.4 years) and 862 secondary school (mean age = 14.3 years) students in public schools in Greece. METHODS. A multi-informant and multiperspective approach to academic and psychosocial competence was used, involving teacher, peer, and self-ratings. Achievement data were also obtained. RESULTS. Several significant teacher gender differences were found in teachers' assessment of students' competence at both age groups. Furthermore, various domains of children's self-concept were found to be different in classes of female and male teachers. CONCLUSIONS. The findings indicate the need to use teacher gender as a relevant variable in future research.
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Charthaigh, Dearbhal Ni. "Gender issues in teacher education in Ireland." Thesis, Loughborough University, 1988. https://dspace.lboro.ac.uk/2134/33032.

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In 1985 the council of Ministers of Education of the European Community agreed upon a Resolution containing an action programme for equal opportunities in education for girls and boys. One element of that programme was the inclusion of equal opportunities in the curriculum of teacher education. This thesis represents a series of developments in research and curriculum development which have resulted in a Community wide Action Research programme by the Commission of the European Communities to implement the terms of the action programme in all member states. The thesis examines the social and occupational status of women in the Republic of Ireland in the light of the differential education received by boys and girls. The participation of women in mathematics. Science and Technology in particular is examined, and, drawing on the author's own data from a sample of girls in second-level schools, conclusions regarding the nature of teacher education programmes are drawn. The central part of the thesis examines the structure of teacher education in Ireland and the place of equal opportunities in the curricula of all the institutions offering pre-service teacher education. This data is evaluated against the available data from the member states of the European Community and leads, in the final part, to a presentation of a model curriculum for the integration of equal opportunities in both pre- and in-service teacher education. Examples of the integration of gender issues in teacher education are provided from the author's own courses, and the thesis concludes with a proposal for an Action Programme to give expression to the model curriculum design presented in the thesis.
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Kretz, Heidi Scott. "Teacher perceptions of gender bias in education and recommendations for teacher training." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007kretzh.pdf.

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McKenzie, Rory. "Online gender discussions| Student experiences in discussions of gender diversity." Thesis, Gonzaga University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1596075.

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This thesis examined graduate level students' experiences of (mainly gender) diversity in the online classroom. The philosophical framework for this study came from John Rawls' work utilizing the veil of ignorance as a strategy to create more objective determinations free from situational and circumstantial biases. Both critical pedagogy and the theory that individuals construct social and cultural meaning through communication provided the theoretical foundations for the thesis. The study analyzed experiences of the students via their contributions to the online discussion boards. The study also utilized interviews of current and former students to discuss their experiences with diversity in their online classrooms. The study came from an understanding that diversity represents a unique component of the online classroom and rests in the idea that students can all benefit from the diversity of other students' experiences. This work provides a jumping off point of analysis on how best to facilitate discussions of diversity in the online classroom. Facilitating these discussions can become a primary way to break down systemic and institutionalized inequalities that exist for minority groups. Thus, this research, while not the end point, can provide a continued impetus to discover ways to make the online classroom a place of equalized learning to maximize its purpose for all students regardless of their identity. Chief findings in the study indicate the following (not-exhaustive) items: students overwhelmingly report that they value diversity conversations; students do not seem to think that conflicting ideas represent an inherent negative; and student's see the role of the instructor in facilitating, but not inserting personal commentary into the diversity discussions.

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Sunderland, Jane. "Gendered discourse in the foreign language classroom : teacher-student and student-teacher talk, and the social construction of children's femininities and masculinities." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360422.

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Airton, Elizabeth. "What do we mean by 'gender' and how should it be addressed? Exploring the inclusion of gender in a teacher education curriculum." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66647.

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In education, 'gender' is consistently operationalized as a body of 'common sense' knowledge that can be freely invoked in an explanatory fashion. This study names such knowledge practices as artefacts of gender-normative privilege and links 'how' knowledge of gender conveyed by teacher education programs (TEP) to the hegemonic normalization of gender in schools. This transformative mixed methods study of 'gender content' in the curriculum of the TEP at McGill University incorporated both quantitative and qualitative analyses of data gathered from all available course outlines across the time sample (2001-2008). Findings included a general scarcity of gender content and genderist trends in course design practices. The meta-inference linking both strands was that there is gender content in the curriculum, but not with particular regard to education and what educators 'need to know' about gender. The concluding chapter examines the epistemological implications of gender as 'how' knowledge when conveyed by teacher education, recommending that both teacher educators and preservice teachers self-situate as gendered subjects in order to locate their gendered self-knowledge as contingent, not universal.
Dans l'éducation, 'le genre' est systématiquement mobilisé comme un corps de connaissance 'de sens commun' qui peut être librement invoquée. Ce projet appelle de telles pratiques de connaissance comme les objets de privilège 'gender-normative' et lie la connaissance 'comment faire' par rapport au genre transmise par les programmes d'éducation d'enseignant (TEP) à la normalisation de genre dans les écoles. Cette étude transformationnelle de méthodes mélangées de 'contenu du genre' dans le programme d'études du TEP à l'Université McGill a incorporé analyses tant quantitatives que qualitatives de données cueillies de tous les plans de cours disponibles entre 2001 et 2008. Les conclusions ont inclus une rareté de contenu de genre et de tendances 'genderistes' dans les pratiques de design de cours. La meta-inférence reliant les deux fils était qu'il y a le contenu du genre dans le programme d'études, mais pas avec l'égard particulier à l'éducation et que les éducateurs 'doivent savoir' du genre. Le chapitre terminant examine les implications épistémologiques de la connaissance 'comment faire' par rapport au genre quand transmise par l'éducation d'enseignant, en recommandant que tant les éducateurs d'enseignant que les enseignants de préservice identifient leur connaissance de soi 'gendered' comme une connaissance contingente et non-universelle.
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Hume, Samantha Jane. "Troubling gender, sexual diversity and heteronormativity in language teacher education." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14863.

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There have been profound changes within German culture and society in recent decades including the social reality and legal equality of same-sex couples and parents and an increased visibility of non-heterosexual individuals. Through my many years of formal education and as a teacher of English as a Second or Other language (TESOL) in Germany, I have not seen this reality represented in TESOL education in target language samples, textbooks, images or critical discussions. The aim of this thesis was to explore whether teachers and students on a TESOL language teacher education (LTE) programme at a Bavarian university are aware of issues of gender, sexual diversity and heteronormativity on their programme and in their classrooms. This fits well with the many other studies carried out internationally in this field over the past few years but looks specifically at a politically and culturally homogeneous part of Germany. By adopting a feminist poststructuralist and queer-theoretical approach to create, deliver and reflect on a course geared specifically towards troubling the silence and exclusion of sexual diversity in (language) teacher education, it investigates if and how social change has manifested itself in a Bavarian LTE programme. Through the use of multiple data collection methods, a background questionnaire to situate the students in this Bavarian context, interviews with non-heterosexual staff and students, a troubling course-construction, delivery and recording, a researcher reflective journal, and participant exit interviews and reflective written assessments, this case study examines staff and students' experiences of and attitudes towards heteronormativity in LTE and que(e)ries the potential for change. The findings reveal that there is initially little conscious awareness of the pervasiveness of heteronormative discourses in LTE TESOL classrooms or in language use, but that through que(e)rying materials, critical dialogue, reflection in interviews and classes, practice and active explicit analysis of taken-for-granted exclusions and silences, a heightened and critical awareness can be achieved.
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Books on the topic "Gender and teacher control"

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Secretariat, Commonwealth, ed. Where are the gaps?: HIV and gender pre-service teacher training curriculum and practices in East Africa. London: Commonwealth Secretariat, 2009.

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Sanders, Jo Shuchat. Teacher education and gender equity. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education, 1997.

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Gulland, Jackie. Gender, Work and Social Control. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-60564-1.

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Fischman, Gustavo. Imagining teachers: Rethinking gender dynamics in teacher education. Lanham, Md: Rowman & Littlefield Publishers, 2000.

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Thompson, Barbara. Gender, Management and Leadership in Initial Teacher Education. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-49051-3.

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Sunnari, Vappu. Gender structure and processes in primary teacher education: Challenge for gender-sensitive pedagogy. [Oulu]: Oulu Dept. of Teacher Education, 1998.

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name, No. Women in prison: Gender and social control. Boulder, CO: Lynne Rienner Publishers, 2002.

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Women and Health World Health Organization. Department of Gender. Gender and tobacco control: A policy brief. Geneva: Department of Gender, Women and Health (GWH), 2007.

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Women and Health World Health Organization. Department of Gender. Sifting the evidence: Gender and tobacco control. Geneva: Department of Gender, Women and Health (GWH), 2007.

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Mannathoko, Changu Edith. Gender, ideology and the state in Botswana's teacher education. Birmingham: University of Birmingham, 1995.

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Book chapters on the topic "Gender and teacher control"

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Booth, David. "Literacy Education and Gender." In Literacy Teacher Educators, 21–34. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-200-6_3.

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Gebhardt, Eveline, Sue Thomson, John Ainley, and Kylie Hillman. "Teacher Gender and ICT." In IEA Research for Education, 53–68. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26203-7_5.

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Burke, Penny Jane, and Marie-Pierre Moreau. "Teacher Education and Gender." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_197-1.

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Manning, Suzanne. "Gender Issues in Education." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_333-1.

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Thornton, Mary, and Patricia Bricheno. "Teacher Gender and Career Patterns." In Teachers' Career Trajectories and Work Lives, 159–78. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2358-2_10.

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Mills, Margaret H. "“Teacher talk” in the Russian and American classroom." In Slavic Gender Linguistics, 131. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/pbns.61.08mil.

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Birrell, Carol, and Tonia Gray. "Gender Issues in Outdoor and Environmental Education." In Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_362-1.

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Rawlings, Victoria. "Head Teacher and Principal Realities." In Palgrave Studies in Gender and Education, 79–155. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-52302-0_4.

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Kearney, Edmund M. "Avoiding Gender, and Other, Biases in the Classroom." In On Becoming a Teacher, 63–65. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-392-8_15.

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Shah, Shaheen Ashraf, and Grace Armstrong. "Exploring the Gender Gap in Reading in Pakistan." In Teaching and Teacher Education, 113–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26879-4_6.

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Conference papers on the topic "Gender and teacher control"

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Wong, Timothy T. K., and Yee Wan Kwan. "A STUDY ON USING GAME-BASED METHOD TO IMPROVE LEARNING EFFICIENCY OF JUNIOR SECONDARY SCHOOL STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end017.

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Game-based approaches aim at improving participants’ engagement and satisfaction, they might have great advantages in solving the issues of students demotivated and uninvolved in learning activities. However, there are few studies on using games elements in education and examining to what extent game-based educational approaches enhance learning. To bridge this research gap, the objective of this study is to examine whether game-based method improves students’ academic performance in the school subject Life and Society. A total of four classes of Grade Seven students and two teachers participated in the study in Hong Kong. Three classes (n= 75) were assigned to the experimental groups and one class (n=30) were assigned to the control group. The experimental group participated in class sessions where they learned the timeline, major events, and factors affecting economic development of Hong Kong by a group-based card game, while the control group were taught by lecture-based method. Using a pre- & post-tests design, data were collected by a tailor-made survey including 9 fact-based questions to assess the learning outcomes. The contents of the survey were judged two experienced teachers and one panel head. Paired samples t-tests and two-way ANOVA were used to compare the possible changes, group differences and interaction effects. Results showed that both the experimental group and control group significantly increased their academic performance in the post-tests, indeed the average post-test scores of experimental groups were higher than that of the control group. Only one among three classes in the experimental group showed a significant increase in post-test scores, indicating a possibility of teacher difference. Boys in the experimental groups significantly improved in the post-test while girls did not differ significantly from pre-test scores. Both students with low and middle ability levels improved significantly in their post-test scores, while students with high ability level did not reach statistical significance. The interaction effect between gender and student ability level was statistically significant, indicating that the influence of student ability level on pre-test scores depended on their gender. Finally recommendations, implications, and limitations to the study are discussed.
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Berinšterová, Marianna, Miroslava Bozogáňová, Monika Magdová, Jana Kapová, and Katarína Fuchsová. "PROCRASTINATION AND SELF-CONCEPT IN MORE/LESS CONSCIENTIOUS STUDENTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact034.

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"Given its significant negative consequences for university students, procrastination has been studied extensively and shown to be associated with conscientiousness as a personality trait. Involving 333 university students doing teacher training programmes (68.5% female; Mage=20.51 (SD=1.61); 83.48% undergraduates doing a bachelor’s degree), our study aimed to explore the association between procrastination among more/less conscientious students and selected self-concept variables (self-control, self-efficacy, etc.). Our questionnaire was based on the Ten-Item Personality Inventory (Gosling, Rentfrow, Swann, 2003), the Self-Control Scale (Finkenauer, Engels, Baumeister, 2005), the Self-efficacy Scale (Ko?š, Hefteyova, Schwarzer, Jerusalem, 1993), and the Procrastination Scale for Student Populations (Gabrhelík, 2008); our control variables were gender and well- being (Subjective Well-Being Scale, Chan-Hoong, Soon, 2011). The sample was divided into two groups – (1) less conscientious and (2) more conscientious) – using the method of visual binning in SPSS 20. A t-test for independent samples and linear regression were used for data analysis. The less conscientious students in our sample reported a higher level of procrastination (t=6.479; df=310; p?0.001; Cohen's d=0.681). A linear model was conducted for both groups (the dependent variable being the level of procrastination, the independent variables being gender and the levels of self-control, self-efficacy, and well-being). Both models were significant ((1) F=8.449; p?0.001; R2=32.6; (2) F= 7.277; p?0.001; R2=25.7). Among the less conscientious students, the levels of self-control (?=-0.546; t=-5.262; p?0.001) and self-efficacy (?=-0.238; t=-2.092; p?0.001) were negatively associated with procrastination. Among the more conscientious students, the level of self-control (?=0.404; t=-3.929; p?0.001) was negatively associated with procrastination and “being a man” (0–man; 1–woman) (?=-0.307; t=-3.219; p?0.05) was significantly associated with the level of procrastination. The results of our study show trait and personality differences in the level of procrastination, highlighting the importance of self-control and self-efficacy development among university students. Interactive programmes with an impact on students’ self-concept can be a significant contribution to students’ ability to cope with their study requirements effectively. It could be argued that the limits of this study include cross-sectional and self-reported data."
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Shih, Shu Chuan, Hao Yu Tsai, and Mei Ling Chen. "THE EFFECT OF A ONE-ON-ONE DIALOGUE-BASED MATHEMATICAL INTELLIGENT TUTORING SYSTEM FOR LEARNING EQUIVALENT FRACTION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end077.

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The purposes of this study are to develop a one-on-one dialogue-based mathematical intelligent tutoring system (ITS) for learning equivalent fraction in the 4th grade math, and evaluate its learning effect. The system used the course content and dialogue script designed by the math teaching experts in advance, and a computer agent teacher asked questions based on the course script. After the student answered, the system was able to identify the error pattern and misconception according to the student's response, then provided each student with adaptive teaching guidance or feedback. Students could construct correct equivalent fraction concepts through a series of interactive dialogues between students and the computer agent teacher step by step. In order to evaluate the effectiveness of this ITS, a quasi-experiment design was conducted. The pretest and post-test were parallel tests involving equivalent fraction. The participants of the study were 76 students in the fourth grade of two elementary schools chosen from midland of Taiwan. They were divided into the experimental group of 39 and the control group of 37. The experimental group used the "one-on-one dialogue-based mathematical intelligent tutoring system" for teaching. The control group used traditional classroom instruction by a human teacher. The learning content and time were controlled to be the same. Finally, the learning effectiveness and learning interest were assessed by comparing the pre-test and post-test performance of students. The results of the study showed that both teaching methods can significantly improve the students’ learning achievements of equivalent fraction, and the learning effectiveness of "one-on-one dialogue-based mathematical intelligent tutoring system" was significantly better than that of traditional classroom instruction. In the "one-on-one dialogue-based mathematical intelligent tutoring system" group, the learning improvement of students with different genders and different ability levels were also reaching a significant level. It indicated that this system benefited the learning achievements of students with different genders and different abilities. Furthermore, from the response data of the learning interest questionnaire, both teaching methods could significantly improve the learning interest of students. But there was no significant difference between the two teaching methods. By interviewing students, the probable causes included that low learning interest students of the experimental group also lack interest to familiar system operation, and some students think this ITS is not interesting enough because of lacking learning games.
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Voyles, M. M., S. M. Haller, and T. V. Fossum. "Teacher responses to student gender differences." In the 12th annual SIGCSE conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1268784.1268850.

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Mustafina, Rosa G. "Ideas and Notations of Family Structures, and Gender Roles of Youth." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.25.

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Stepashkina, Valeriya Aleksandrovna. "Gender-Role Identity Disorder As A Factor Of Women’s Unreadiness For Motherhood." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.91.

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Kalatskaya, Natalya N. "Inter-Gender Features Of Students' Attitude To The Education Process." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.81.

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Usman, Dwi Juniati, and Tatag Yuli Eko Siswono. "Differences conception prospective students teacher about limit of function based gender." In INTERNATIONAL CONFERENCE ON MATHEMATICS: PURE, APPLIED AND COMPUTATION: Empowering Engineering using Mathematics. Author(s), 2017. http://dx.doi.org/10.1063/1.4994406.

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Gabdrakhmanova, Rashida, Guzel Garnaeva, Leonid Nefediev, and Ilnur Garipov. "The Influence of the Gender Factor on the Quality of Education in the University." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e1282.

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Gunawan, Mr, Ni Suranti, Nina Nisrina, Ria Ekasari, and Lovy Herayanti. "Investigating Students Creativity Based on Gender by Applying Virtual Laboratory to Physics Instruction." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.54.

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Reports on the topic "Gender and teacher control"

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Lim, Jaegeum, and Jonathan Meer. Persistent Effects of Teacher-Student Gender Matches. Cambridge, MA: National Bureau of Economic Research, December 2017. http://dx.doi.org/10.3386/w24128.

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Mann, Lisa. The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6961.

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Lim, Jaegeum, and Jonathan Meer. The Impact of Teacher-Student Gender Matches: Random Assignment Evidence from South Korea. Cambridge, MA: National Bureau of Economic Research, July 2015. http://dx.doi.org/10.3386/w21407.

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Sharon, Sharon, and Cynthia Lloyd. Teacher absence as a factor in gender inequalities in access to primary schooling in rural Pakistan. Population Council, 2007. http://dx.doi.org/10.31899/pgy2.1047.

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Murray, Olivia. "Outing" Queer Issues in Teacher Preparation Programs: How Pre-Service Teachers Experience Sexual and Gender Diversity in Their Field Placements. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.635.

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Marcinik, E. J. Gender Differences in Emergency Shipboard Damage-Control Task Performance: Human Factors Solutions. Fort Belvoir, VA: Defense Technical Information Center, October 1995. http://dx.doi.org/10.21236/ada300230.

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Field, Erica, Rohini Pande, Natalia Rigol, Simone Schaner, and Charity Troyer Moore. On Her Own Account: How Strengthening Women's Financial Control Affects Labor Supply and Gender Norms. Cambridge, MA: National Bureau of Economic Research, September 2019. http://dx.doi.org/10.3386/w26294.

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Chaloupka, Frank, and Rosalie Liccardo Pacula. An Examination of Gender and Race Differences in Youth Smoking Responsiveness to Price and Tobacco Control Policies. Cambridge, MA: National Bureau of Economic Research, April 1998. http://dx.doi.org/10.3386/w6541.

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Quirin, Jeffrey J., and David P. Donnelly. Occupational Stress and Turnover Issues Relating to Gender and Ethnicity: The Mediating Effects of Social Support, Locus of Control, and Employment Expectations. Fort Belvoir, VA: Defense Technical Information Center, December 2001. http://dx.doi.org/10.21236/ada397628.

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Frieson, Kate Grace. A Gender Assessment of SEACFMD 2020: A Roadmap to Prevent, Control and Eradicate foot and mouth disease (by 2020) in Southeast Asia and China. O.I.E (World Organisation for Animal Health), December 2013. http://dx.doi.org/10.20506/standz.2785.

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This gender assessment of SEACFMD 2020: A Roadmap to Prevent, Control and Eradicate foot and mouth disease (by 2020) in Southeast Asia and China, responds to the requirement of AusAID that all strategies affecting human health, food security and poverty alleviation incorporate a gender perspective as women are not often included in the technical and community based aspects of programs relating to animal health and disease control. Gender roles and responsibilities affect women’s and men’s ability and incentive to participate in FMD roadmap activities, and can potentially lead to different project impacts for men and women.
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