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Dissertations / Theses on the topic 'Gender and teacher control'

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Published: 4 June 2021

Last updated: 7 February 2022

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1

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 må

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2

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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4

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 contex

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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 o

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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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7

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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<p> 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 stu

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8

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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9

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 acro

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10

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 a

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11

Slater, Lori Melissa. "GENDER BIAS IN ELEMENTARY SCHOOLS: AN EXAMINATION OF TEACHER ATTITUDES." Oxford, Ohio : Miami University, 2003. http://www.ohiolink.edu/etd/view.cgi?miami1060223693.

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Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2003.<br>Title from first page of PDF document. Document formatted into pages; contains v, 31 p. Includes bibliographical references (p. 23-25).

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12

Hirdes, Cassandra Laine. "Gender and Race of Teacher and Student: Are They Related to Teacher Responses to Incidents of School Bullying?" Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193408.

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In this study teachers provided responses indicating what actions they would take towards the bully and victim after watching three bullying vignettes in which the gender and race of the students varied. Significant differences revealed that when race, gender, or race and gender of teacher and student differ teachers are more likely to dismiss the victim or seek out adult resources. If the race or gender or race and gender of teacher and student were the same then teachers indicated that they would comfort the victim with more frequency, use a wider array of approaches regarding the victim,

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13

Cassidy, Gale L. "Gender differences in perceived control over life." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0006/MQ32473.pdf.

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14

Bakari, Salihu Girei. "Gender and equity in teacher education : a case study from Nigeria." Thesis, University of Sussex, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605162.

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This study explores the existence of gender discriminatory policies and practices facing staff and students in a Nigerian College of Education. The underlying concern is that teachers trained in a gender-discriminatory context could acquire and transmit such values to their pupils, perpetuating gender inequality in society. While keeping the federal context in mind, the study focuses on one teacher training college, with its own particular geographical and cultural locus, to gauge the extent to which it produces and reproduces gender discrimination through its policies and practices. Against t

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Grimshaw, Margaret. "Social control in teacher education : a case study." Thesis, University of Bath, 1985. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767558.

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In this research I have examined the relationship between an aspect of teacher education and the ideology of social control. Taking the Professional Studies Credit of a B.Ed. Honours year course, I examine the ways in which the Credit serves to develop those qualities which support the dominant social order both overtly and implicitly. I suggest that both the planning and the implementation of the Credit take place within constraining parameters and that they embody contradictions and tensions, which correspond very broadly to developments in wider society. Use of the concepts of practical the

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Bevis, Kimberly Ann. "Teacher burnout locus of control and its correlation to teacher burnout and job satisfaction /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=896.

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Howard, Lorence Edward Rotter Julian B. "Selected relationships between educator's locus of control and pupil control ideology /." Access abstract and link to full text, 1986. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8612432.

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18

Sunnari, V. (Vappu). "Gendered structures and processes in primary teacher education:challenge for gender-sensitive pedagogy." Doctoral thesis, University of Oulu, 1998. http://urn.fi/urn:isbn:9514246985.

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Abstract My aim was to study gendered structures and processes and the challenges arising from them in primary teacher education. The topic was studied from structural and from agency-based and processual perspectives. The special tools used in the analyses consisted of culturally produced differences and asymmetry and the symbolic meanings given to them. The study included historical and contemporary parts. The historical part of the study acquired its focus through the structures of the first Finnish Teacher Seminar and through three annual curricula of primary teacher education in Oulu. Da

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Olivius, Elisabeth. "Governing Refugees through Gender Equality : Care, Control, Emancipation." Doctoral thesis, Umeå universitet, Statsvetenskapliga institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-96379.

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In recent decades, international feminist activism and research has had significant success in pushing gender issues onto the international agenda and into global governance institutions and processes. The goal of gender equality is now widely accepted and codified in international legal instruments. While this appears to be a remarkable global success for feminism, widespread gender inequalities persist around the globe. This paradox has led scholars to question the extent to which feminist concepts and goals can retain their transformative potential when they are institutionalized in global

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Mann, Lisa Sybil. "The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5085.

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Because teacher I student interactions provide opportunities for correction and comprehensible input, a major component of successful language learning, equitable distribution of teacher I student interactions in the language classroom is an important element for the success of all second language students. The purpose of the present study was to determine whether differences in teacher I student interactions based on student gender occurred in four college English as a Second Language instructors' classrooms. The role of instructor gender and student ethnicity in teacher I student interaction

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21

RAUCH, CAROL L. "THE EFFECT OF GENDER MATCH ON BEGINNING TEACHER MENTORING PROCESSES AND OUTCOMES." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116250309.

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Johnson, Brandi E. "Teacher Preparedness For And Implementation Of Single-Gender Instructional Strategies And Culturally Relevant Pedagogy With African-American Girls In Single-Gender Classrooms." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/5.

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The purpose of this study was to investigate the factors that impact teachers’ preparedness for and implementation of single-gender instructional strategies and culturally relevant pedagogy with African-American girls in single-gender classrooms. Three Single-Gender Academies were included in the study. Twenty participants responded to a teacher survey, nine teachers and two administrators were interviewed, and lesson plans from six of the teachers interviewed were also collected. Descriptive statistics, regression tests and Pearson’s Correlations were used to analyze quantitative data and dis

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23

Samuelsson, Ylva. "The preschool teacher, gender pedagogy and change : Rethinking the preschool teacher and her work for change from the perspective of sexual difference theory." Thesis, Linköpings universitet, Tema Genus, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110655.

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In this thesis I aim to investigate the Swedish preschool teacher interested in change and her work, here conceptualised as gender pedagogy. I will take my departure in sexual difference theory to contrast some of the assumptions behind preschool work, gender pedagogy and gender equality. I am also reflecting upon the concepts of normalisation, freedom and change and their relevance for preschool work. To help me with this endeavour I have interviewed five preschool teachers about their work and their interest for change. The thesis is divided into three chapters mirroring the themes of the in

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24

Horton, Paul. "School Bullying and Power Relations in Vietnam." Doctoral thesis, Linköpings universitet, Tema Barn, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-70540.

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Taking seriously the oft-made claim that power relations are central to school bullying, the dissertation focuses specifically on the interconnectedness of school bullying and power relations within the specific context of Vietnamese lower secondary schooling. The dissertation is based on extended ethnographic fieldwork in two lower secondary schools in the north-eastern Vietnamese port city of Haiphong. Drawing on participant observations, group and individual interviews with students and teachers, and questionnaire data, the dissertation questions the hitherto dominant understanding of bully

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Baba, Habibe Burcu. "Teacher Candidates As The Agents Of Change For A More Gender Equal Society." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608851/index.pdf.

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For the purpose of achieving gender equality in education, this study analyses the transformative power of the elementary school teacher candidates on society. The theories in the field of sociology of education have been used as a starting point for the study. Based on the feminist pedagogies of different strands of feminism, feminist critical pedagogy has been presented to achieve gender equality in education. The transformation of curriculum and the hidden curriculum are elaborated to achieve a non-sexist education. After the depiction of the situation Turkey holds in the field of women&rs

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Eccles, Lynette. "Gender differences in teacher-student interactions, attitudes and achievement in middle school science." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16151.

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Research has shown that interest in science often decreases in the middle-school grades for both boys and girls, but that more boys continue on the science track in high school and college, leading to males dominating the fields of science and engineering in the work place. The interpersonal interaction between teachers and students, as both individuals and as a group, comprises a large part of the classroom learning environment. Though these interactions last only a school year, they can influence student attitudes and achievement in the long term. Past research has suggested that a key facto

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Doray, Michele Brigitte Antoinette. "Gender differentiated discourse : a study of teacher discourse in the adult ESL classroom /." Curtin University of Technology, Department of Language and Intercultural Education, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16608.

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The purpose of this study was to investigate similarities and differences in the classroom discourse of male and female ESL teachers in the academic stream of one Western Australian tertiary institutions ELICOS program. Language and gender research generally suggests that males and females have different and quite distinctive communicative styles. This study attempts to examine if this finding is also manifested in male and female teachers discourse in adult ESL classrooms in the three main aspects of classroom interaction; giving explicit instructions, asking questions and providing verbal fe

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Eccles, Lynette. "Gender differences in teacher-student interactions, attitudes and achievement in middle school science /." Full text available, 2007. http://adt.curtin.edu.au/theses/available/adt-WCU20080417.150635.

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BAIAO, JONE CARLA. "TEACHER, IS THERE FIREWOMEN?: GIRLS AND BOYS CO-CONSTRUING GENDER IDENTITIES AT SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9577@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>A tese Tia, existe mulher bombeira? Meninas e meninos co- construindo identidades de gênero no contexto escolar trata da construção de identidade de gêneros de crianças, entre 6 e 7 anos de idade, numa classe de alfabetização de uma escola pública na cidade do Rio de Janeiro, a partir da análise da fala em interação em grupos mistos, durante a realização de atividades de jogo controladas pelas próprias crianças, e em atividades de roda e de apresentação de brinquedos, com a participação da professora. A pesquisa, de natureza qualitativ

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Hestand, Morgan E. "The Effects of Teacher Demographics, Self-Efficacy, and Student Gender on Behavioral Referrals." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3041.

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The current study examined the most common reason for behavioral referrals and the effects of student gender, teacher age, teacher experience, and school setting on reasons for behavioral referrals to the schools intervention team or the Individual Education Plan (IEP) team. Additionally, it examined the self-efficacy of teachers and compared the self-perceptions of teaching general education students with behavior problems with perceptions of teaching students identified as having an Emotional Disturbance (ED). Participants included 179 general education teachers, grades K-12, from the state

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Sicard, Kenneth Richard. "The existence of gender disparity in teacher-student interaction in the college classroom /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501134949.

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32

Harris, Colette. "Control and subversion gender, islam, and socialism in Tajikistan /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2000. http://dare.uva.nl/document/81225.

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33

Cornell, Harriet Jane. "Gender, sex and social control : East Lothian, 1610-1640." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/8247.

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Early modern Scotland was a religious society where the doctrine of Calvinism permeated everyday life in the localities through the official regulation of personal behaviour. Recent historical studies have debated the nature and experience of social control in Scotland between 1560 and 1780, including the importance and influence of gender, geographic location and social status. Where such studies have traditionally focussed on kirk session minutes as a lone source, the thesis engages with this debate by employing an ‘all courts’ approach to examine social control, family structures and interp

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Sangar, Sharifa. "LEARNING ACHIEVEMENTS : Gender differences in math achievements and teacher educators’ perspectives on students’ learning achievements at Teacher Training Collage in Afghanistan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30036.

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The differences in learning achievements between male and female students in math have been an important topic in educational research field. In this field many international studies e.g. Trend in International Mathematics and Science Study (TIMSS), Program for International Student Assessment (PISA)) have been conducted for many years. TIMSS study around 40 countries in the world in grade five shows that, in most countries boys and girls do similar in math. PISA study shows 15 years old boys do better than girls in the same age and level. In addition the study which was conducted in the Afgha

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Evans, Kathleen M. "Negotiating the self : identity, sexuality, and emotion in teacher education /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7857.

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Rathbone, Rita J. "Teacher leadership, power, and the gendered space of teaching| Intersections and discourses." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745533.

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<p>RATHBONE, RITA J., Ed.D. Teacher Leadership, Power, and the Gendered Space of Teaching: Intersections and Discourses. (2015) Directed by Dr. Carl Lashley. 172 pp. Relying on critical feminist understandings of power, this study explores how the gendered expectations and intersectional identity of women teachers impacts their negotiation of power in the practice of teacher leadership and social justice advocacy. This study takes a critical stance towards the existing body of literature and challenges the current feminized and patriarchal understanding of teacher leadership. Using a collabora

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McIlquham, Victoria. "Pre-service Teachers’ Knowledge, Attitudes, and Perceptions of Gender in the Classroom." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/honors/559.

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This qualitative study examined the knowledge of gender definitions and attitudes toward gender that pre-service teacher candidates possess. Participants were students in an undergraduate elementary education program at a southeastern university. The participants responded to an open-ended paper survey. The survey consisted of questions asking about the definition of gender, gender roles, perceived differences between boys and girls, as well as plans for their future classrooms. Data was analyzed through a qualitative lens with the development of codes, categories, and themes. Responses varied

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Hamlet, Conrad. "AN EXPLORATION OF AFRICAN – AMERICAN MALES AND THE INFLUENCE OF RACE, GENDER AND TEACHER BELIEFS ABOUT THEIR ACADEMIC SUCCESS." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1342621703.

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Denny, Michelle Lisa. "Gender differences in preschool children's activity level as measured by parent and teacher report." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1804.

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Thesis (M.A.) -- University of Maryland, College Park, 2004.<br>Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Cole, Mary Lou. "Teacher and student interaction patterns in the college classroom and the impact of gender." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10062009-020120/.

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Akkaya, Aslihan. "Student-teacher email interaction : pragmatic markers of gender, nationality and status of the students /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1400950291&sid=8&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (M.A.)--Southern Illinois University Carbondale, 2007.<br>"Department of Teaching English to Speakers of Other Languages." Includes bibliographical references (leaves 87-94). Also available online.

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Ozturk, Gokhan. "Investigating Pre-srvice Teacher&#039." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610806/index.pdf.

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The primary purposes of present study were 1) investigation of epistemological beliefs held by preservice teachers, 2)investigation of relationship between pre-service teachers&rsquo<br>environmental literacy and their epistemologicalbeliefs,3)investigation of predictors of pre-service teachers&rsquo<br>intentions to act environmental behavior. Secondary purpose of the study was to investigate effect of gender, academic major, and grade level on environmental literacy of pre-service teachers. This study was carried out during the spring semester of2008. Sample of this study constituted 560 pre

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Embry, Judy K. "Control, Commitment, and Challenge: Relationships to Stress, Illness, and Gender." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279163/.

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Male and female college students were administered scales assessing their daily hassles, negative life events, control, commitment, challenge, psychological symptomatology, psychological distress, and physical symptomatology. Stepwise multiple regression analyses showed that control, commitment, and challenge act in an additive (rather than multiplicative) manner in relation to psychological and physical outcome measures.

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Butera, Laura. "Height, power, and gender politicizing the measured body /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1219422665.

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Holt, Judith Suzanne Lemley. "The relationship between pupil control ideology and typology of teacher referrals /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9330025.

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Zhao, Peiling. "Reconstructing Writer Identities, Student Identities, Teacher Identities, and Gender Identities: Chinese Graduate Students in America." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001194.

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Ewing, Allison. "Teacher-Child Relationship Quality and Children's School Outcomes: Exploring Gender Differences Across Elementary School Grades." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195743.

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Past research highlights the important role of the teacher-child relationship in children's school adjustment and success. The primary purpose of the present study was to examine the role of child gender in teacher-child relationship quality across elementary school grades. Specifically, this study explored: 1) stability of teacher-child relationship quality over time for girls and boys, 2) gender differences in relationship quality at first, third, and fifth grade, 3) possible relational mechanisms that could mediate the association between child gender and teacher-child relationship qualit

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Tsouroufli, Maria. "Gender and teacher-student classroom interaction : an ethnographic study in a secondary school in Greece." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313121.

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Bolden, Adonis J. "An Examination of Teacher Bias in Special Education Referrals Based Upon Student Race and Gender." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242323105.

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Tureau, Corinne C. S. "Gender Differences in Child, Parent, and Teacher Perception of Social Functioning Among Children With ADHD." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4567/.

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Children with Attention Deficit Hyperactivity Disorder (ADHD) tend to experience social functioning problems, with girls more likely to encounter peer rejection than boys. The present study investigated gender differences in child, parent, and teacher perceptions of social functioning among ADHD and control children. Participants included 119 children (ages 6-11) and their parents. Sixty-one children were previously diagnosed with ADHD. Parents, teachers, and children completed measures assessing the child's social functioning. The results indicate that the relationship between ADHD status and

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