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Journal articles on the topic 'Gender and teacher control'
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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 (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 2018–2019 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’ coping stratagems they might use to minimise their stress levels (Folkman & 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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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 (July 23, 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 Attitudes toward Physical Education (CAEF). All the study participants exhibited a BMI Z-score ≥ 2. Before the intervention, the only difference between boys and girls was “empathy to teacher and physical education subject” (p = 0.001, d de Cohen = 0.72, r = 0.34). The interaction between gender and training was only present in empathy for the teacher, with a medium effect size (η2 = 0.055). The implementation of PE with two hours per week elicits only a few effects over the attitude of obese children, even though with a certain engagement of gender through training in the adjustment of empathy for teachers and the PE class.
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Demirbatır, Rasim Erol. "Investigating entrepreneurship levels of pre-service music teachers." Journal of Education and Learning (EduLearn) 15, no. 3 (August 1, 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 obtained, it was found that there was no significant difference in terms of IEPS total and subscale scores by gender. However, there were significant differences in favor of 4th year students in terms of locus of control, self-confidence and self-discipline sub-scores, as well as the total IEPS scores by grade level. It was concluded that those aiming for a non-teaching profession got significantly higher locus of control scores than those aiming to become a teacher. Regarding these results, suggestions have been developed to increase the entrepreneurship level of pre-service music teachers.
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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 (November 24, 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 included IELTS test as the pre and post tests and Oxford Placement Test (OPT) in order to obtain the homogeneity in participants’ English proficiency. The collected data were codified and entered into SPSS Software (Version 22) and were analysed using descriptive statistics, t-test, and Tukey test. The results indicated that although applying these two types of corrective feedback could have made improvement in EFL learners’ speaking ability, there was not observed any significant difference between impacts of recast and metalinguistic on EFL learners’ production. The test results also indicated that there was not any significant difference regarding gender within the three groups. This homogeneity further shows that in this study, the gender variable did not have any effect on the role of corrective feedback and it can be concluded that the observed difference between metalinguistic group, recast group, and control group is just the result of the provided corrective feedback type which has acted as the intervening variable and the moderator variable such as gender did not prove to have any effect in the outcome of this study. The findings can contribute to syllabus design and teaching methodology areas.</p>
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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 (December 30, 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 children’s self-control skills and behavioral problems. Self-control skills (both parent and teacher report) were negatively associated with both parent- and teacher-reported behavioral problems (introversive problems (rs>-.50, p<.01), extroversive problems (rs>-.45, p<.01), and general problems (rs>-.52, p<.01)). Females exhibited higher self-control skills (both parent and teacher report) than males (ps<.05), and both females and first graders exhibited fewer behavioral problems (introversive, extroversive, and general problems) than second graders (ps<.05). Thus, the current study highlights the importance of strong self-control skills as a deterrent for developing behavioral problems, which may inform early intervention efforts in Arab-Israeli primary school students.
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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 (March 31, 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 group. An English language test was administered to 120 secondary school grade nine students. The 12-item mini-Attitude/Motivation Test Battery (Mini-AMTB) was administered to the students. Different parametric tests were used in the pre-test and post-test data analysis. Post-test data analysis results revealed that cooperative learners significantly outperformed both competitive learners and the control group, but the control group significantly outperformed competitive learners. The gender difference in English language achievement was not significant. The cooperative learning (CL) mode was favored by both male and female students but more favored by males. The five aggregate measures of the mini-AMTB (Integrativeness, Motivational Intensity, Attitudes towards the Learning Situation, Instrumental Orientation, and Parental Encouragement) produced significant positive correlations with English language achievement; however, Language Anxiety negatively and significantly correlated with English language achievement. The CL mode, with its effective CL technique, was recommended to be researched and applied by trained teachers to improve student achievement. Its implications for teacher training were also given. Treatment of second language motivation was recommended as an important issue in second language learning.
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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 (July 14, 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 control groups were taught with the traditional method of language teaching. A total of four teachers, two from each gender school, were selected for teaching the assigned groups. A post-test was conducted at the end of the experiment in both groups. The results of the study showed that the experimental groups performed better than control groups in the listening test. Moreover, no significant difference was found between the achievements of boys and girls in experimental groups. The study recommends that professional teacher training courses should introduce and promote activity-based learning.
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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 (July 10, 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 exploratory study therefore was conducted by collecting data from 41 third year teacher-trainees enrolled in a four year teacher training programme in Jamaica. Data was collected through two focus group interviews which were transcribed, sorted, coded and themes identified. The study was framed in the context of Rotter’s Locus of Control (1966) and Bourdieu’s (1977) Institutional Habitus. The main findings reveal that local students feel international students are treated more favourably; adequate learning resources are not always available (for labs especially) and some students are believed to be disadvantaged by lecturers because of how they speak and how they carry themselves (physical appearance). The researchers conclude that these are social justice issues that must be resolved to ensure a system that is built on the values of enabling rather than constraining. Key words: favouritism, exclusion, trainee-teachers, social justice, teaching quality.
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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 (November 28, 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 period of five weeks. In the experimental groups, CMLA teaching strategy was used while Conventional Teaching Methods were used in the control groups. Data was collected using a Chemistry Achievement Test (CAT) whose reliability coefficient was found to be 0.78, hence suitable for data collection since the value was greater than the threshold of 0.70.One null hypothesis was stated. The data collected were subjected to statistical analysis at 0.05 α-level of significance using Statistical Package for Social Sciences (SPSS) computer package. t-test statistics was used.Results: The findings from the study indicate that the achievement level was high for students taught using CMLA compared to those taught using Conventional Teaching Methods (CTM). The results also indicate that there was no gender difference in achievement when boys and girls were taught through CMLA implying that the teaching approach is suitable for teaching both male and female students. This in turn will help in bridging the persistent gender gap in chemistry achievement among secondary school students.Unique contribution to theory, practice and policy: Since CMLA enhances students’ achievement in chemistry, educators and teachers should be encouraged to use it in an attempt to improve performance in chemistry. In addition, teacher education institutions should make it part of their teacher training curriculum content.
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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 (July 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 (Condition) × 2 (Gender) ANOVAs were applied to examine the effects of experimental manipulations. No Condition × Gender interaction was observed, although there was a main effect for Condition. When the lesson was delivered under the two music conditions, students scored significantly higher in lesson satisfaction, intrinsic motivation, identified regulation and reported lower scores for external regulation and amotivation. The present results support the notion that the use of background music has potentially positive effects on students’ lesson satisfaction and intrinsic motivation, although neither gender nor who selected the music (teacher vs. students) had any moderating influence on the results.
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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 (August 10, 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 receiving education at home; professional courses and teacher training; development of control system and evaluation of programs at the level of the Ministries of Education.
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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 (June 15, 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, S. H. Ismail, N. K. Anuar, A. M. Ma’rof, and N. Buang. "Patterns of Metacognitive Awareness Among Primary School Teachers." Jurnal VARIDIKA 29, no. 2 (January 15, 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 awareness among teachers are high at ninety three percent (93%). The results also show that there are no significant differences by gender, age, teaching experience, academic qualification and subject of teaching among primary school teachers. The metacognitive framework shows that metacognition knowledge and regulatory expertise were used by individuals to control their cognition. Teachers who have a higher level of metacognitive awareness can produce students with good academic achievement.
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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 (July 12, 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 (TRF T-score > 60), randomly assigned to the intervention or no-intervention control condition. Results: The intervention was found to be effective in reducing reactive and proactive aggressive behaviour as reported by children, mothers, fathers or teachers, with effect sizes ranging from .11 to .32. Clinically relevant changes in teacher-rated externalizing behaviour were found: the intervention reduced behaviour problems to (sub) clinical or normative levels for significantly more children than the control condition. Some aspects of problems in social cognitive functioning were reduced and children showed more positive self-perception. Ethnic background and gender moderated intervention effects on child and teacher reported aggression and child response generation. Conclusions: The results of this study demonstrate the effectiveness on outcome behaviour and child cognitions of an individual tailor-made intervention across informants under real-world conditions.
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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 (May 24, 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-experimental, pre-test/post-test design with no control group. The results shed light on the generalised acceptance of critical curricular focuses in History lessons that are directed towards training in historical and social thinking skills from a gender perspective. The sex of prospective teachers does not seem to influence these results. Likewise, these results confirm the didactic potential of using critical literacy resources in the classroom for improving the visibility of women and the female experience in the historic–social discourse of History as it is taught and in the promotion of models of global citizenship.
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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, cuidando la posición corporal o la lateralidad. Si el docente es mujer, por lo general, realizará actividades donde la voz y el cuerpo sean elementos presentes y el juego signifique una herramienta de aprendizaje.</p><p><strong>Abstract</strong></p><p>For a long time we have listened to the different skills that are suitable for the female sex. Thus the profession of teacher is more accepted by women than men, and may add that in general careers linked to the Humanities are preferred by the female gender. In our work, and from the development of activities in the music classroom, we detect a false profile for the future teacher of primary where, if the teacher is male, avoid body expression or psychomotor control, taking care of body position or laterality. If the teacher is a woman, she will usually do activities where the voice and the body are present elements and the game means a learning tool.</p>
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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 (March 1, 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, when, in Experiment 2, the prime-target interval and the prime presentation times were prolonged, a stereotypical gender priming effect did emerge. A different inhibition pattern was found when the pronoun was preceded by a noun associated with a male stereotype instead of a female one.
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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 (May 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 (August 31, 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 games and duration independent variable categories. The study group of the research consists of 230 teacher candidates who continue their education at Inonu University Faculty of Education. Digital Educational Game Perception Scale was used in this study. Perceptive awareness and perceptive control behaviors of male students are higher than female students. Prospective teachers playing digital games have higher levels of emotional dimension, perceptive awareness, perceptive control behavior and behavioral dimension. When the playing time is taken into account, the emotional dimension and perceptive awareness levels of those who play games for more than 10 hours are higher. The research can then be expanded by the other researcher or the other by obtaining qualitative opinions.
Keywords: Digital Games; Digital Educational Games; Digital Games Using; Prospective Teachers
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Wong, Ruth. "Job-related Stress and Well-being Among Teachers: A Cross Sectional Study." Asian Social Science 16, no. 5 (April 30, 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. Results showed that school teachers faced moderate level of job-related stress. The main stressors were ‘demands from job’, ‘work-life balance’ and ‘control over work’. It was also found that male teachers had higher level of stress in general. ‘Psychosocial work environment’, ‘health & well-being’, and ‘relations at work’ were found to have significant difference between male and female teachers. According to the results of ANOVA, years of teaching experience were significant for all stressors. Teachers with more than 30 years of teaching experience received highest level of stress from ‘demands from job’ and ‘work-life balance’ among other groups of teachers. Teachers with 11-20 years of experience had highest level of stress from ‘control over work’ and ‘psychosocial work environment’. While teachers with 6-10 years of experience, they suffered highest level of stress from ‘health and well-being’, ‘future and change’, ‘relations at work’, and ‘physical environment’.
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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 (May 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 rated significantly worse than those of controls by both parents and teachers. Adults' perceptions of the children's executive functioning significantly correlated with the children's language abilities. Conclusion Parent and teacher perceptions of executive functioning in children with SLI align with prior findings of executive deficits that have been documented on neuropsychological assessments and experimental tasks. Furthermore, the results provide additional supporting evidence of the relationship between language abilities and executive functioning in early child development.
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Mertoğlu, Munevver. "Investigation of Teachers Anger Control Problems." Journal of Education and Training Studies 6, no. 12 (October 1, 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 who like their professions versus those who do not like their profession. As a result, sustainable anger management programmes in schools via seminars or training sessions can contribute to changing teachers’ attitudes towards their students by providing information about the nature of adolescence, and solutions to addressing the challenges of working with them.
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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 (June 30, 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 (February 15, 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 playdates, and peer sociometric ratings of liking were obtained. In both Study 1 and Study 2, after statistical control of ADHD diagnostic status, disruptive behavior comorbidities, and gender, higher verbal ability was associated with better peer functioning on the teacher-reported SSRS subscales and parent ratings of conflict and disengagement on playdates. In Study 2, interaction effects suggested that the positive association between verbal ability and good peer functioning existed for boys but not for girls. For children with ADHD (but not comparison children), better verbal ability was associated with higher teacher-reported peer acceptance but lower peer sociometric liking. Implications of these findings for conceptualization of peer problems, assessment, and intervention are discussed.
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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 (May 10, 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 men and women, even in models including all potential confounders and social support. Although, social support was related to lower exhaustion in women and less anxiety in men, this variable only contributed to minor effect changes in the associations study demands to mental ill-health. High study demands seem important for mental health in teacher education students. Future studies, perhaps using qualitative methods, would benefit the state of knowledge regarding students’ psychosocial conditions and poor mental health. Such knowledge could assist universities in interventions to enhance both health status and future stress resilience.
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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 (June 8, 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, and culture, (2) understanding the respondents about gender and gender-minded education is still low, (3) the model was developed to achieve gender justice and equality in education is a model institutional strengthening of gender mainstreaming based-synergy between teachers, Parents, and the Department of Education
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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 were developed to assess students’ chemical literacy level in thermochemical and thermodynamics concepts. The test was administered to both groups as a post-test at the end of the implementation. Students’ responses to item sets were analyzed based on the rubric prepared as the answer key. Analysis of Covariance (ANCOVA) was used for interpreting the data. The results reveal that CBA is superior to TI on improving students’ chemical literacy levels, implying that CBA, as a discussion platform for concepts through real-life experiences, has a significant role in increasing students’ chemical literacy levels in abstract and difficult concepts regardless of the gender difference.
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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 (December 1, 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 other as the control one. The same teacher taught them both. The subjects were all homogenous regarding their age, gender, and first language. During the experiment, the experimental group, who were in the environment of content-based approach in student-centered, was received quizzes. The results indicated that a statistically significant positive relationship existed between giving the students the central role in content-based approach class and yielding in better performance of speaking ability. The results revealed the positive relationship between content-based approach in student-centered class and the improvement of EFL Iranian students’ speaking ability. Preparation of such a system for teaching speaking to learners, learning English as a foreign language will facilitate the teaching and learning process for both teachers and learners.</p>
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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 (April 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) behavior were examined. Teachers rated children with LI as displaying higher levels of reticent behavior than typically developing children. Teachers also rated boys with LI as displaying significantly higher levels of solitary-active withdrawal than girls with LI or typically developing children of either gender. The groups did not differ on solitary-passive withdrawal, although boys were rated higher than girls. In the dimension of sociable behavior, children with LI were rated significantly below typical peers on subtypes of impulse control/likability and prosocial behavior. The relationship between language impairment and withdrawn and sociable behavior is complex. Although language impairment is an important factor in social difficulty, the current results suggest that language impairment is not the sole factor leading to social problems in children with LI. Assessment and intervention procedures for children with language and social problems should take the complex nature of this relationship into account.
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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 (February 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 mindfulness-based and cognitive interventions into one programme, addressing to the specific burdens of student teachers.Methods and analysisThis study protocol presents a prospective block-randomised controlled trial. Assessment will take place at three time points (baseline, post-intervention, 3-month follow-up) for an intervention and waiting control group, and at a fourth assessment point for the waiting control group after receiving the training. The aim is to evaluate the effects of mindfulness-based stress prevention on stress, psychological morbidity, burnout and self-efficacy using validated measures. Participants are student teachers from German teacher training colleges and participation will be voluntary. The targeted total sample size is 96 at 3-month follow-up. The training will comprise three 4-hour sessions conducted every 2 weeks. The control group will participate in the training after the 3-month follow-up. The allotment will be randomised with a stratified allocation ratio by gender. After descriptive statistics have been evaluated, inferential statistical analysis will be conducted using repeated measures analysis of variance with interactions between time and group. Effect sizes will be calculated using partial η2values.Ethics and disseminationResults will be disseminated at conferences, in specialist magazines and through peer-reviewed publications. The trial has been approved by the ethics review board of the local medical association, Mainz, Germany, under the reference number 837.192.16 (10511).Trial registration numberDRKS00010897.
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Niqab, Muhammad, Janet Hanson, Arthur Bangert, Sathiamoorthy Kannan, Sailesh Sharma, Abdul Ghaffar, and Muhammad Shujaat Mubarik. "Measuring Intellectual Capital in Schools in the Developing Country of Pakistan." International Journal of Learning and Development 10, no. 1 (February 5, 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. Statistically significant differences existed between school types for the IC mean scores, revealing an influence of structural capital on IC. Gender was included as a control variable in the analyses demonstrating no significant influence on the dependent variable, IC. School administrators and policy makers can use the results of this study to inform decision making and to support self-developing processes in schools in the effort to reduce the divide in educational outcomes between developed and developing countries.
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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 (April 27, 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 (Cronbach Alpha 0.884), and Knowledge Test ISPS and implementation checklist ISPS. Descriptive statistics as a whole that the level of knowledge and implementation of ISPS is moderate (Mean = 3.11 and 32.81). MANOVA analysis found no significant difference in terms of the mean scores of Knowledge and implementation between male and female teachers. While the mean score of knowledge Build hypothesis teachers in rural schools, higher and significantly different than the city school teacher. A number of recommendations put forward to improve the knowledge and implementation of the ISPS teachers. This is expected to meet the goals of the Malaysia Education Blueprint 2013-2025 that is to achieve the vision and aspirations of the student’s education system that can meet the needs of the country in the field of science and technology.
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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 (December 5, 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, İstanbul, and the sample consists of 203 students. The ‘Personal Information Form’ and the Development of the Self-Regulation Skills Scale for 4-6 Years Old Children (Teacher Form) were used in the research to collect data. One-way analysis of variance (ANOVA) and t-test were implemented to analyze the data. In terms of findings of the research, when teachers consider the self-regulation skills of 4-6 years old students as sub-dimensions, they stated that they had “mostly” obstructive control sub-dimension, “mostly” and “always” had sub-dimension of working memory. In general, it can be said that the children participating in the research mostly had self-regulation skills. Although significant differences existed between the self-regulation skills of preschool students in terms of gender, age, and class size, no significant difference was found according to whether the mothers working in a job or not. Keywords: self-regulation, self-regulation skills, preschool students, preschool teacher
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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 (October 1, 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 were obtained from mothers and teachers in a nonreferred sample of 283 boys and 291 girls with and without ADHD. Children were selected when they scored either low (controls) or high (probands) on attention problems. Mothers completed DSM-IV interviews, Child Behavior Checklists (CBCL) and the Conners Rating Scale (CRS). Teachers filled in the Teacher Report Form (TRF), and the CRS. Boys and girls with ADHD had similar levels of psychiatric illness and school impairment (such as being held back, special class placement and learning problems) by mother report. Mothers reported similar levels of aggression and attention problems in boys and girls with ADHD. In contrast, teachers consistently rated boys with ADHD as having higher scores on reports of attention problems and aggression than girls with ADHD. Gender differences vary across settings: boys and girls with ADHD are rated as behaving differently at school, but not at home. The higher level of teacher reported problem behavior at school may explain the high male–female ratio for ADHD in clinical settings. These findings have implications for the results of genetic studies that rely on referred samples, as these studies may give a distorted view of sex differences in the population.
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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 on furlough, she married her long-time fiancé and did not return to Africa. Her candid personal writings allow a window into the development of her own social agency and a glimpse into the lives of Umbundu women (and men) as they negotiated evolving gender roles within an environment shaped by Portuguese political control as well as Congregational mission work.
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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 (January 27, 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 conditions, job autonomy, work and total life space as well as an overload in women’s daily lives. In relation to lifestyle, women showed better eating habits; however, they also showed lower levels of positive behaviour in the components of relationships, and stress control. Therefore, the authors point out to implementation of public policies to ensure more equitable treatment regarding gender issues in the work environment, as well as regarding physical education teachers’ personal aspects.
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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 (November 22, 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 observations of pragmatic ability. FwASD also performed worst overall on a parental measure of emotions. Additionally, there were patterns of differences between clinician, parent, teacher and self- reports and direct assessments, which indicate the need for assessment data to be collected from multiple informants. Findings also have implications for the accurate identification of ASD in females and appropriate provision of support.
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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 (June 30, 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 three play strategies are effective in improving pupils’ academic performance (F (3 124) = 310.566; p <0.05). Based on the findings, it was recommended that any of the play strate-gies could be effectively utilized in improving the academic performance of low achieving pupils.
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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 (March 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, participated. Based on a pre-defined form used for the surveillance, data from 315 school classes was collected. Results. The data was analysed with respect to gender and the stage of professional career of the participants. Significant differences in the conduct of the subsequent activities were found between male and female teachers. Minor tendencies towards alterations were observed among individual stages of the career. Conclusions. In general, the studied teachers performed satisfactorily as regards students' motor skills' development, regardless their stage of professional career, and gender.
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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 (December 31, 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 instances. Implications for Educational Psychology were raised, which included counselling students to realize their mistakes, so that they don’t attribute their expected failures to the teacher or something else. They should also be counselled not to set unachievable goals that when effort put in place failed, the situation would not result into anxiety and frustration.
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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 (April 18, 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, and transitions) from observational coding. We hypothesized that the interaction between dyadic flexibility and positive affect would predict lower levels of externalizing problems at age 5.5 years as rated by mothers and teachers, controlling for stability in externalizing problems, task time, child gender, and the child's effortful control. The hypothesis was supported in predicting teacher ratings of child externalizing from both mother–child and father–child interactions. There were also differential main effects for mothers and fathers: mother–child flexibility was detrimental and father–child flexibility was beneficial for child outcomes. Results support the inclusion of adaptive and dynamic parent–child coregulation processes in the study of children's early disruptive behavior.