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Journal articles on the topic 'Gender and teacher control'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

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 (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, co

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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 (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 Cronba

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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 (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 appropr

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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 (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’

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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 (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 st

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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 (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 f

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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 (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

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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 inferenti

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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 (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

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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 (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)

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Romero-Pérez, Ena Monserrat, Oscar Núñez Enríquez, Gabriel Gastélum-Cuadras, Mario Alberto Horta-Gim, Jerónimo J. González-Bernal, and José Antonio de Paz. "Assessment of Attitudes Toward Physical Education by the Implementation of an Extracurricular Program for Obese Children." International Journal of Environmental Research and Public Health 17, no. 15 (2020): 5300. http://dx.doi.org/10.3390/ijerph17155300.

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The World Health Organization (WHO) identifies the importance of implementing physical activity programs such as physical education (PE) classes in schools. This study identifies the attitudes of obese children toward PE, before and after participation in a vigorous-intensity physical exercise program without the participation of normal-weight peers using a questionnaire on Attitudes toward Physical Education (CAEF). 98 children between 8–11 years of age were randomized in an Experimental Group (GE) (n = 48) and a Control Group (CG) (n = 47). They were assessed using a questionnaire on Attitud

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Demirbatır, Rasim Erol. "Investigating entrepreneurship levels of pre-service music teachers." Journal of Education and Learning (EduLearn) 15, no. 3 (2021): 352–59. http://dx.doi.org/10.11591/edulearn.v15i3.20298.

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The aim of this study was to examine the entrepreneurship levels of Pre-Service Music Teachers (Bursa Uludağ University Faculty of Education Music Teaching Undergraduate Program students) in terms of gender, grade level and career goals. For this purpose, data were collected from all 1st and 4th year students studying at Bursa Uludağ University Faculty of Education, Department of Music Education. The Individual Entrepreneurship Perception Scale (IEPS) and a Personal Information Form were used to collect the data. Mann Whitney U test was used to analyze the data. In line with the findings obtai

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Keshavarz, Roya, and Amin Marzban. "A Comparison of Efficiency in Teacher Correction Strategies in Iranian EFL Learners’ Speaking Improvement." International Journal of English Linguistics 6, no. 6 (2016): 183. http://dx.doi.org/10.5539/ijel.v6n6p183.

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<p>The present study was an attempt to investigate the effect two types of corrective feedback (i.e., recast and metalinguistic) in order to find out which one is more effective on EFL learners’ speaking improvement and also to see if gender could play a role in the relative impact of the two types of corrective feedback on learners’ speaking ability. To this end, 65 EFL learners of intermediate level in one of language institutes in Shiraz, Iran were selected and divided into three groups including two experimental groups and one control. The instruments used to collect the data include

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Agbaria, Qutaiba. "The Relationship between Self Control Skills and Behavioral Problems among Special Education Primary Grades in Israel." International Journal of Early Childhood Special Education 13, no. 1 (2020): 01–08. http://dx.doi.org/10.9756/int-jecse/v13i1.211001.

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Prior research has demonstrated that poor self-control skills in childhood and adolescence are associated with greater behavioral problems (e.g., anger, attention deficits). However, the current study was the first to investigate these associations among the unique sample of special educated Arab-Israeli children, and individual characteristics (e.g., gender, age) that may influence the relationship between self-control and behavioral problems were explored. Participants (n=125) were first or second graders, and both the child’s parent and teacher completed questionnaires assessing the childre

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Wariyo, Lemecha Geleto. "Instructional Goal Structure, Gender, and Second Language Motivation Affecting English Language Achievement." Journal of Language and Education 6, no. 1 (2020): 134–56. http://dx.doi.org/10.17323/jle.2020.7766.

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The study opted to: 1) Investigate differences between cooperative and competitive learning modes in the extent to which they affect English language achievement; 2) Find gender, intra-gender, and inter-gender differences in English language achievement within and across the cooperative, competitive, and control group learning conditions; and 3) Study the relationship between students’ motivation to learn the English language and English language achievement. The cooperative and competitive learning groups were used as treatment groups while the control group was the individualized learning gr

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Zahoor-ul-Haq, Bushra Ahmed Khurram, and Muhammad Khalil. "A Comparative Analysis of Activity Based Learning on Male and Female Students Achievement Inlistening Skill at Grade-VI." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 2 (2020): 7–15. http://dx.doi.org/10.36902/rjsser-vol1-iss2-2020(7-15).

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This paper reports on a study that investigates the effect of activity-based learning on the listening skills of male and female students’ achievement. It also considers the differences in the achievement of male and female students of grade VI. The study had a pre-test and post-test equivalent group design. A sample of 120 students was selected randomly from boys’ and girls’ schools of district Nowshera. In both gender schools, control and experimental groups were made. Each group consisted of 30 students. The experimental groups were instructed through activity-based learning, whereas the co

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Miller, Paul, and Carmel G. Roofe. "'TEACHING TO THE HALO-EFFECT': SOCIAL JUSTICE ISSUES AMONG TRAINEE-TEACHERS AT ONE TEACHER TRAINING INSTITUTION IN JAMAICA." Problems of Education in the 21st Century 55, no. 1 (2013): 88–99. http://dx.doi.org/10.33225/pec/13.55.88.

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Social Justice themes have dominated education discourses over the decade of the 2000s with ideas ranging from equality in terms of gender, access to resources, teacher quality and the quality of students. These debates are not easily resolved and whereas concerns from policy makers and teacher-educators were often spotlighted, the opinions of teacher-trainees themselves were more or less absent from the discourse. This research sought to find out the views of teacher-trainees about their training experiences and how their interpretations of these experiences lead them to feel and act. This ex

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Keter, John K., and Ronoh P. K. "IMPACT OF COOPERATIVE MASTERY LEARNING APPROACH ON STUDENTS’ ACADEMIC ACHIEVEMENT IN CHEMISTRY BY GENDER IN BOMET COUNTY, KENYA." American Journal of Education and Practice 1, no. 1 (2016): 49–58. http://dx.doi.org/10.47672/ajep.92.

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Purpose: The study investigated the Impact of Cooperative Mastery Learning Approach (CMLA) on Students’ Achievement in Chemistry by Gender in Bomet County, Kenya.Methodology: Non-equivalent control group design under quasi-experimental research was used in which samples of four co-educational sub-county secondary schools were drawn from the schools in the County. Each school provided one Form Two class for the study. This translated to a total of 205 subjects. Students in all the four groups were taught the same chemistry content of the topic, Effect of Electric Current on Substances for a per

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Digelidis, Nikolaos, Costas Karageorghis, Anastasia Papapavlou, and Athanasios G. Papaioannou. "Effects of Asynchronous Music on Students’ Lesson Satisfaction and Motivation at the Situational Level." Journal of Teaching in Physical Education 33, no. 3 (2014): 326–41. http://dx.doi.org/10.1123/jtpe.2013-0120.

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The aim of this study was to examine the effects of asynchronous (background) music on senior students’ motivation and lesson satisfaction at the situational level. A counterbalanced mixed-model design was employed with two factors comprising condition (three levels) and gender (two levels). Two hundred students (82 boys, 118 girls; Mage = 16.3 years) volunteered to participate in the study. A lesson was developed and delivered under three experimental conditions: a) teacher-selected music condition; b) student-selected music condition; and c) a no-music control condition. Mixed-model 3 (Condi

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Ridei, Nataliia, Nataliia Tytova, Svetlana Yashnyk, Nataliia Antipova, Tetiana Shpotia, and Iryna Didukh. "The anti-gender movement: a view of the problem in the context of its impact on the EU educational system." LAPLAGE EM REVISTA 7, no. 3 (2021): 22–32. http://dx.doi.org/10.24115/s2446-62202021731253p.22-32.

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The paper considers examples of anti-gender struggle in different countries. The study reveals the organizational component of the anti-gender movement, identifies the main elements of society that shape them. According to the research results, the directions of improving the presentation of educational gender information are considered. These areas include education in accordance with the children's age; unbiased, non-stereotypical approach to teaching; building programs in accordance with current social problems; taking into account the cultural features of society; education of children rec

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Lee, Ji Young, and Jihyun Sung. "The Influence of Effortful Control and Teacher-Child Relationship on Children’s Social Development: Moderated Mediation Effect of Gender." KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 34, no. 2 (2021): 87–112. http://dx.doi.org/10.35574/kjdp.2021.6.34.2.87.

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Palantis, N. John, Johan, A. Mohamed, A. S. Mohd Ibrahim, et al. "Patterns of Metacognitive Awareness Among Primary School Teachers." Jurnal VARIDIKA 29, no. 2 (2018): 141–46. http://dx.doi.org/10.23917/varidika.v29i2.5629.

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The purpose of this study is to identify level and patterns of metacognitive awareness among teachers in primary schools. This study focuses on aspects of declarative knowledge, procedural knowledge, conditional knowledge, planning, monitoring and evaluation of teachers. The study was descriptive in nature. A sample of 100 primary school teachers in Puchong, Selangor answered the Metacognitive Awareness Inventory for Teacher by Cem Balcikanli (2011). The data analysis was carried out using IBM Statistics version 24 to obtain descriptive measures. The results show that levels of metacognitive a

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Stoltz, Sabine, Monique van Londen, Maja Deković, Bram O. de Castro, Peter Prinzie, and John E. Lochman. "Effectiveness of an Individual School-based Intervention for Children with Aggressive Behaviour: A Randomized Controlled Trial." Behavioural and Cognitive Psychotherapy 41, no. 5 (2012): 525–48. http://dx.doi.org/10.1017/s1352465812000525.

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Background: For elementary school-children with aggressive behaviour problems, there is a strong need for effective preventive interventions to interrupt the developmental trajectory towards more serious behaviour problems. Aim: The aim of this RCT-study was to evaluate a school-based individual tailor-made intervention (Stay Cool Kids), designed to reduce aggressive behaviour in selected children by enhancing cognitive behavioural skills. Method: The sample consisted of 48 schools, with 264 fourth-grade children selected by their teachers because of elevated levels of externalizing behaviour

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Ortega-Sánchez, Delfín. "Teaching Gender in the History Classroom: An Investigation into the Initial Training of Primary Education Teachers." Education Sciences 9, no. 2 (2019): 114. http://dx.doi.org/10.3390/educsci9020114.

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In this article, we aim to, firstly, examine the social representations of a group of trainee Primary-Education teachers (n = 62) with regard to both the procedures and the social purposes of teaching History at school and, particularly, the role of women in History lessons. Secondly, we attempt to intervene in those representations and to evaluate the potential impact of a teacher training programme both in and for education in gender equality. Empirically, we employ a quantitative (means and standard deviations) and inferential (Wilcoxon’s signed-rank and Kendall’s tau-b tests) pre-experimen

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Vernia-Carrasco, Ana Mercedes. "La atención a la diversidad de género en la formación musical. Responsabilidad docente = Attention to gender diversity in music education. Teaching responsibility." Cuestiones de género: de la igualdad y la diferencia, no. 14 (June 27, 2019): 629. http://dx.doi.org/10.18002/cg.v0i14.5573.

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<p><strong>Resumen </strong></p><p>Durante mucho tiempo hemos escuchado las diferentes habilidades que son idóneas para el sexo femenino. Así la profesión de maestro es más aceptada por las mujeres que por los hombres, pudiendo añadir que en general las carreras vinculadas a las Humanidades son preferidas por el género femenino. En nuestro trabajo, y a partir del desarrollo de actividades en el aula de música, detectamos un falso perfil para el futuro maestro de primaria donde, si el docente es hombre, evitará la expresión corporal o el control psicomotriz, cuidan

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CACCIARI, CRISTINA, and ROBERTO PADOVANI. "Further evidence of gender stereotype priming in language: Semantic facilitation and inhibition in Italian role nouns." Applied Psycholinguistics 28, no. 2 (2007): 277–93. http://dx.doi.org/10.1017/s0142716407070142.

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Two experiments tested the activation of gender stereotypes for Italian role nouns (e.g.,teacher). The experimental paradigm was modeled on the one proposed by a study by Banaji and Hardin: participants were shown a prime word followed by a target pronoun (heorshe) on which they performed a gender decision task. The prime words were Italian role nouns that had an associated female stereotype, an associated male stereotype, or no associated stereotype (control condition). The results of Experiment 1 showed no influence of stereotypes on the gender decision response to personal pronouns. However

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Lee, Valerie E., Susanna Loeb, and Helen M. Marks. "Gender Differences in Secondary School Teachers' Control over Classroom and School Policy." American Journal of Education 103, no. 3 (1995): 259–301. http://dx.doi.org/10.1086/444102.

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Kapidere, Metin. "Examination of prospective teachers' levels of using digital educational games." Cypriot Journal of Educational Sciences 16, no. 4 (2021): 1936–46. http://dx.doi.org/10.18844/cjes.v16i4.6060.

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With the rapid development of technology, digital games have become an important part of the educational process. The purpose of this study was to investigate digital educational game usage behaviour in terms of demographic variables. The model of this study is a factorial pattern among multi-variant patterns that aim to reveal the effects of multiple independent variables together. In this study, prospective teachers’ digital educational game perceptions were considered as independent factorial patterns to observe the differences between gender, class level, education program, playing digital

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Wong, Ruth. "Job-related Stress and Well-being Among Teachers: A Cross Sectional Study." Asian Social Science 16, no. 5 (2020): 19. http://dx.doi.org/10.5539/ass.v16n5p19.

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Teachers are believed to be a profession which brings relatively high job satisfaction as well as high level of stress in their job settings because of various reasons such as heavy workload, long teaching hours, large class size, students’ disciplinary problems, cramped classrooms, excessive administrative work and so on. To examine what the main stressors are and whether gender and teaching experiences will make a difference on how teachers perceive job-related stress, this study has designed a questionnaire called Stress and Job Satisfaction Scale for Teacher (SJSST) to explore the issues.

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Wittke, Kacie, Tammie J. Spaulding, and Calli J. Schechtman. "Specific Language Impairment and Executive Functioning: Parent and Teacher Ratings of Behavior." American Journal of Speech-Language Pathology 22, no. 2 (2013): 161–72. http://dx.doi.org/10.1044/1058-0360(2012/11-0052).

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Purpose The current study used the Behavior Rating Inventory of Executive Function—Preschool Version (BRIEF–P; Gioia, Espy, & Isquith, 2003), a rating scale designed to investigate executive behaviors in everyday activities, to examine the executive functioning of preschool children with specific language impairment (SLI) relative to their typically developing (TD) peers. Method Nineteen preschool children with SLI were age- and gender-matched to 19 TD peers. Both parents and teachers of the participants completed the BRIEF–P. Results The executive functioning of children with SLI were rat

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Mertoğlu, Munevver. "Investigation of Teachers Anger Control Problems." Journal of Education and Training Studies 6, no. 12 (2018): 195. http://dx.doi.org/10.11114/jets.v6i12.3744.

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The aim of this research is to determine the reasons for the anger levels of teachers and administrators considering some variables and to recommend sustainable changes to the school system. To analyse the data the Kruskal−Wallis test and other statistical measures were used. The results show that while there is no significant relationship with gender, other seniority and socio-economic status of teachers in the sixth, seventh, and eighth grade have meaningfully higher anger test points than primary and high school teachers. The external anger points are significantly lower among the teachers

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Byun, Hye-Weon, Min-Jeong Kim, and Mi-Na Lee. "Moderating Effects of Empathy Ability according to Gender of 5-year-old Children between Children’s Effortful Control and Teacher-child Relationship." Early Childhood Education Research & Review 22, no. 3 (2018): 247–73. http://dx.doi.org/10.32349/ecerr.2018.6.22.3.247.

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Mikami, Amori Yee, Lisa Pauline Münch, and Kristen L. Hudec. "Associations Between Peer Functioning and Verbal Ability Among Children With and Without Attention-Deficit/Hyperactivity Disorder." Journal of Emotional and Behavioral Disorders 26, no. 2 (2017): 93–105. http://dx.doi.org/10.1177/1063426617693380.

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We examined the extent to which children’s skilled understanding and production of appropriate language (verbal ability) may relate to their peer functioning. Participants included two independent samples of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD; Study 1, N = 124; Study 2, N = 137) who were administered a standardized intelligence test to generate verbal ability scores. Teacher ratings on the Cooperation and Assertion subscales of the Social Skills Rating System (SSRS), teacher estimates of peer acceptance, parent ratings of conflict and disengagement on play

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Söderberg, Mia, Eva M. Andersson, Lisa Björk, and Gunilla Wastensson. "Study Demands, Social Support and Mental Health in Teacher Education Students: A Cross-Sectional Study." Journal of Educational and Social Research 10, no. 3 (2020): 1. http://dx.doi.org/10.36941/jesr-2020-0040.

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The aim of this paper was to investigate relationships between psychosocial factors in a study environment and mental health in teacher education students. Study objectives were explored in 593 Swedish teacher education students (80% women). Psychosocial variables were measured with the standard Swedish demand-control-support questionnaire. Associations to mental health were calculated with logistic regression analyses, stratified by gender. Female students, on average reported higher demands, exhaustion and anxiety, than men. High study demands were associated with severe exhaustion in both m

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Tawakkal, Nursini, Rahim Darma, and Sri Undai Nurbayani. "Model Sinergitas Pengarusutamaan Gender Dalam Mewujudkan Keadilan dan Kesetaraan Gender Bidang Pendidikan." MIMBAR, Jurnal Sosial dan Pembangunan 31, no. 1 (2015): 153. http://dx.doi.org/10.29313/mimbar.v31i1.1302.

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This research aims to: (1) to analyze the causes of the gender gap in education, (2) to analyze the extent to which respondents’ knowledge about gender and gender responsive education, (3) to build model gender mainstreaming to achieve gender justice and equality in education. The data used are primary and secondary data which were analyzed descriptively. Locations of the study are the village Pabiringa and Biringkassi in Jeneponto and Tompobalang in Gowa, South Sulawesi Province The result showed that: (1) the causes the gender gap in education is a factor of participation, access, control, a

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Cigdemoglu, Ceyhan, and Omer Geban. "Improving students’ chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach." Chemistry Education Research and Practice 16, no. 2 (2015): 302–17. http://dx.doi.org/10.1039/c5rp00007f.

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The aim of this study was to delve into the effect of context-based approach (CBA) over traditional instruction (TI) on students’ chemical literacy level related to thermochemical and thermodynamics concepts. Four eleventh-grade classes with 118 students in total taught by two teachers from a public high school in 2012 fall semester were enrolled in this particular study. The treatments were randomly assigned to the already formed classes; experimental groups were treated as CBA, the control groups as TI. Each teacher had one experimental and one control group. Open-ended contextual item sets

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Afsahi, Seyed Ehsan, and Azizeh Chalak. "The Effect of Content-Based Approach in Student vs. Teacher-Centered Environment on Improving Speaking among Iranian Intermediate EFL Learners." International Journal of English Linguistics 6, no. 7 (2016): 138. http://dx.doi.org/10.5539/ijel.v6n7p138.

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<p>Speaking is the most important skill of language. Speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interactions, and in suitable context and situation. Purpose of this study was to investigate the relationship between Iranian intermediate EFL learners who learn speaking based on content approach in student-centered environment and their learning in the traditional teacher-centered environment. To this end, there are two classes, one as the experimental and the

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Fujiki, Martin, Bonnie Brinton, Melanie Morgan, and Craig H. Hart. "Withdrawn and Sociable Behavior of Children With Language Impairment." Language, Speech, and Hearing Services in Schools 30, no. 2 (1999): 183–95. http://dx.doi.org/10.1044/0161-1461.3002.183.

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This study examined the dimensions of withdrawal and sociability in children with language impairment (LI) and their typically developing chronological age-matched peers. Classroom teachers rated the withdrawn and sociable behaviors of 41 children with LI and 41 typically developing peers using the Teacher Behavioral Rating Scale (TBRS, Hart & Robinson, 1996). Children were sampled from the age ranges of 5 to 8 years and 10 to 13 years. Subtypes of both withdrawn (solitary-passive withdrawal, solitary-active withdrawal, reticence) and sociable (impulse control/likability, prosocial) behavi

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Eskic, Jasmina, Sophie Merle Kuhlmann, Katharina Kreinbihl, and Florian Hammerle. "Mindfulness-based and cognitive-based stress prevention in student teachers (startklar): study protocol of a randomised controlled trial." BMJ Open 9, no. 2 (2019): e021941. http://dx.doi.org/10.1136/bmjopen-2018-021941.

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IntroductionTeachers and student teachers in Germany are a high-risk population for stress and stress-related mental health problems. This often leads to early retirement in subsequent professional life. Various trials have demonstrated positive effects of stress prevention training on the perceived stress and stress-related symptoms of teachers. Although many studies show positive effects of mindfulness-based stress interventions, there is not yet any mindfulness-based intervention for teachers or student teachers in Germany. The aim of this trial is to evaluate a training that combines mindf

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Niqab, Muhammad, Janet Hanson, Arthur Bangert, et al. "Measuring Intellectual Capital in Schools in the Developing Country of Pakistan." International Journal of Learning and Development 10, no. 1 (2020): 1. http://dx.doi.org/10.5296/ijld.v10i1.16397.

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This study used a quantitative, empirical, survey-research design and collected self-report data from faculty (n = 408) in secondary-level schools (n = 34) in Pakistan to test the reliability and construct validity of a proposed three-factor model of intellectual capital (IC). Results of the exploratory and confirmatory factor analyses showed the three-factor model was reliable to quantify the construct of IC in Pakistan secondary-level schools. Factors included social relations, teacher experience and education, and teacher training and skills. Structural capital was tested indirectly. Statis

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Sembak, Saniah, and Norazilawati Abdullah. "Pengetahuan dan pelaksanaan Kemahiran Proses Sains (KPS) dalam dalam kalangan guru." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (2017): 56–67. http://dx.doi.org/10.37134/jsspj.vol7.no1.5.2017.

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This study aims to assess the level of knowledge and the implementation of five Integrated Science Process Skills (ISPS) comprising Build hypothesis, control variables, redefinition In operation, interpreting data and experimenting in School Based Assessment (PBS). In addition, this study is to identify the difference between knowledge and implementation of the ISPS gender and school location. The sample consisted of 407 lower secondary science teachers in Melaka and randomly selected from 66 schools. Quantitative data analysis using SPSS version 19. The instrument consists of a questionnaire

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Kırkıç, Kamil Arif, and Büşra Demir. "EXAMINATION OF PRE-SCHOOL STUDENTS’ SELF-REGULATION SKILLS." Problems of Education in the 21st Century 78, no. 6 (2020): 967–82. http://dx.doi.org/10.33225/pec/20.78.967.

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Children should have some essential characteristics to follow primary school education. Pre-schools prepare children for the first years of primary school by teaching them to attain the necessary skills. The main aim of this study was to explore the self-regulation skill levels of 4-6 age group students attending pre-school education institutions, according to various demographic variables. In this survey, a descriptive research method, one of the quantitative research methods, was used. The population is 10336 students who attend the public preschool education institutions in Küçükçekmece, İs

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Derks, Eske M., James J. Hudziak, and Dorret I. Boomsma. "Why More Boys Than Girls With ADHD Receive Treatment: A Study of Dutch Twins." Twin Research and Human Genetics 10, no. 5 (2007): 765–70. http://dx.doi.org/10.1375/twin.10.5.765.

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AbstractMore boys than girls with attention deficit hyperactivity disorder (ADHD) receive treatment. One explanation for this bias may be that boys score higher on disruptive behavior scales than girls. Although this was supported by findings in clinical samples, recent studies in nonreferred samples showed that boys and girls with ADHD are similar with respect to their levels of disruptive behavior as reported by their mother. In this report, we investigate whether the difference in treatment rate is associated with higher teacher problem scores in boys with ADHD than in girls with ADHD. Data

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Pullen, Ann Ellis, and Sarah Ruffing Robbins. "Seeing Mission Work through a Gendered Lens." Social Sciences and Missions 28, no. 3-4 (2015): 288–326. http://dx.doi.org/10.1163/18748945-02803012.

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Nellie Arnott, who served as a Congregational mission teacher in the highlands of Angola from 1905–1912, left a rich archival record of her personal experiences, including private diaries and publications for women’s mission magazines. Her writings trace her evolving attitude toward gender roles for missionaries and for Umbundu women whom she taught. Arnott provides a highly personalized and feminized glimpse into a changing central Angola, as Portuguese authority extended into the region. As Arnott left Angola in 1912, her goal was to establish a girls’ boarding school there, but, while home

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Both, Jorge, Adriano Ferreti Borgatto, Carlos Augusto Fogliarini Lemos, Vitor Ciampolini, and Juarez Vieira do Nascimento. "Physical education teachers’ wellbeing and its relation with gender." Motricidade 13, no. 4 (2018): 23. http://dx.doi.org/10.6063/motricidade.10165.

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The objective of this study was to evaluate the relation between gender and physical education teachers’ wellbeing in southern Brazil, considering the socio-environmental (job satisfaction) and individual (lifestyle) parameters. A total of 1653 teachers (741 men and 912 women) in the states of Paraná, Santa Catarina, and Rio Grande do Sul were surveyed. The instruments used for data collection were QVT-PEF and PEVI, as well as a socio-demographic and professional questionnaire. The results confirm findings concerning dissatisfaction of physical education teachers regarding remuneration, work c

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Sturrock, Alexandra, Antonia Marsden, Catherine Adams, and Jenny Freed. "Observational and Reported Measures of Language and Pragmatics in Young People with Autism: A Comparison of Respondent Data and Gender Profiles." Journal of Autism and Developmental Disorders 50, no. 3 (2019): 812–30. http://dx.doi.org/10.1007/s10803-019-04288-3.

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AbstractFemale children with autism spectrum disorder (FwASD) and performance intelligence quotient (PIQ) over 70 were compared with male children with ASD (MwASD) and typically developing (TD) controls (age 8–11 years) using a range of language and pragmatic measures. Functional ability was assessed using clinical observations and parent, teacher and self-reports. Results were compared between measures, and with direct assessments of language and pragmatics, in order to identify potential biases. This study found that FwASD performed better than MwASD but worse than TD controls on clinical ob

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Shoaga, Opeyemi, Folorunso Ajasa, and Sesan Olatunde Mabekoje. "Effects of teacher mediation in play, mixed-sex play and gender-segregation in play on academic performance of low achieving pupils." ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA 3, no. 1 (2019): 28–39. http://dx.doi.org/10.29114/ajtuv.vol3.iss1.115.

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This study investigated the effect of three play strategies on academic performance of low achiev-ing Basic 1 pupils in primary schools in Oyo State, Nigeria. A quasi-experimental research design using pretest, posttest, control group was adopted where pupils screened to have low achievement scores were selected from schools randomly assigned to treatment groups. Participants met on dif-ferent treatment strategies for eight weeks of two contact hours each. Academic performance was assessed before and after treatment with data analysed using Analysis of Covariance. Results in-dicated that the t

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Gałecki, Janusz, Lech Kurpeta, and Igor Cieśeliński. "Teachers' Performance in Relation to Teaching of Motor Skills during Lessons of Physical Education." Polish Journal of Sport and Tourism 21, no. 1 (2014): 17–20. http://dx.doi.org/10.2478/pjst-2014-0003.

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Abstract Introduction. The aim of the study was to assess the teacher's performance during developing motor skills in students by physical education teachers. Results and findings from the assessment of preparatory, indicatory, control, correcting and pro-social activities are presented in the paper. Motivating and informing activities were assessed and reported in the first part of the study [1]. Material and methods. The study was conducted in 55 upper-secondary schools in the Lubelszczyzna province. Thirty female and 52 male teachers, representing all stages of the professional career, part

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Gatawa, Mudassir Ibrahim, and Ibrahim Yusuf. "INTERNAL VERSUS EXTERNAL LOCUS OF CONTROL AMONG STUDENTS IN TERTIARY EDUCATIONAL INSTITUTIONS: A REVIEW OF RELATED LITERATURE AND IMPLICATIONS FOR EDUCATIONAL PSYCHOLOGY." Sokoto Educational Review 16, no. 2 (2015): 10. http://dx.doi.org/10.35386/ser.v16i2.125.

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This paper examined issues related to the search for means of improving performance among learners through explaining one of the psychological basis of academic achievement, that is, Locus of Control (LOC) which is a personality variable. The concept and different orientations of LOC were discussed. The issue of age, familial origins and gender with relevance to LOC were discussed. The desirability or otherwise of the internal and external LOC was also discussed. The paper concluded that higher external orientation and higher internal orientation could lead to anxiety and frustration in some i

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Lunkenheimer, Erika S., Sheryl L. Olson, Tom Hollenstein, Arnold J. Sameroff, and Charlotte Winter. "Dyadic flexibility and positive affect in parent–child coregulation and the development of child behavior problems." Development and Psychopathology 23, no. 2 (2011): 577–91. http://dx.doi.org/10.1017/s095457941100006x.

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AbstractParent–child dyadic rigidity and negative affect contribute to children's higher levels of externalizing problems. The present longitudinal study examined whether the opposite constructs of dyadic flexibility and positive affect predicted lower levels of externalizing behavior problems across the early childhood period. Mother–child (N = 163) and father–child (n = 94) dyads engaged in a challenging block design task at home when children were 3 years old. Dynamic systems methods were used to derive dyadic positive affect and three indicators of dyadic flexibility (range, dispersion, an

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