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Journal articles on the topic 'Gender-Based Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Virtanen, Sonja, Eija Räikkönen, and Pasi Ikonen. "Gender-based motivational differences in technology education." International Journal of Technology and Design Education 25, no. 2 (2014): 197–211. http://dx.doi.org/10.1007/s10798-014-9278-8.

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2

Pacho, Maureen, and Kennedy Mutundu. "Gender-Based Violence and Access to Education." International Journal for Innovation Education and Research 9, no. 7 (2021): 339–50. http://dx.doi.org/10.31686/ijier.vol9.iss7.3242.

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Gender based violence (GBV) consequences on women economic empowerment within Kenya are immensely widespread. Nakuru East Sub County, in particular has reported many cases of GBV. The aim of this study was to examine effects of gender-based violence on the women access to education. This investigation was guided by Ecological theory and a descriptive survey design was adopted in this study. Using a questionnaire, focus group discussions (FGDs) and key informant interviews, the results are based on achieved response of a group of 40 women, 2 chiefs and 2 officers in charge of children protectio

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3

Ambati, Balamurali K. "Gender-Based Salary Disparities." Academic Medicine 89, no. 8 (2014): 1094. http://dx.doi.org/10.1097/acm.0000000000000379.

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4

HITKA, Miloš, Ľudmila KOZUBÍKOVÁ, and Marek POTKÁNY. "EDUCATION AND GENDER-BASED DIFFERENCES IN EMPLOYEE MOTIVATION." Journal of Business Economics and Management 19, no. 1 (2018): 80–95. http://dx.doi.org/10.3846/16111699.2017.1413009.

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The main purpose of this article is to show dependencies between education and gender based on selected motivation factors. In order to obtain relevant data, the questionnaire method was used. In the years 2013–2016, 26,416 respondents participated. Descriptive statistics was used for data processing; the relationship between two categorical variables was verified by the chi-quadrate test and Tukey’s HSD test. The results of the research proved the hypotheses; i.e. that there are significant differences in motivation factors among Slovak employees related to their gender and education. The mos

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5

Rollston, Rebekah, Elizabeth Wilkinson, Rasha Abouelazm, Petar Mladenov, Nour Horanieh, and Yalda Jabbarpour. "Comprehensive sexuality education to address gender-based violence." Lancet 396, no. 10245 (2020): 148–50. http://dx.doi.org/10.1016/s0140-6736(20)31477-x.

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6

Admiraal, Wilfried, Jantina Huizenga, Irma Heemskerk, Els Kuiper, Monique Volman, and Geert ten Dam. "Gender-inclusive game-based learning in secondary education." International Journal of Inclusive Education 18, no. 11 (2014): 1208–18. http://dx.doi.org/10.1080/13603116.2014.885592.

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7

Beard, John, Charles Fogliani, Chris Owens, and Audrey Wilson. "Is achievement in Australian chemistry gender based?" Research in Science Education 23, no. 1 (1993): 10–14. http://dx.doi.org/10.1007/bf02357039.

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8

Bateman, Tish, and Marié-Heleen Coetzee. "Dramatizing gender: Exploring gender constructs through drama-based strategies." Youth Theatre Journal 32, no. 2 (2018): 124–37. http://dx.doi.org/10.1080/08929092.2018.1529470.

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9

Gastic, Billie, and Dominique Johnson. "Addressing Gender-Based Violence in Single Sex Schools." Journal of Curriculum and Pedagogy 10, no. 2 (2013): 127–30. http://dx.doi.org/10.1080/15505170.2013.849633.

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10

James, Tammy, and Bethann Cinelli. "Exploring Gender-Based Communication Styles." Journal of School Health 73, no. 1 (2003): 41–42. http://dx.doi.org/10.1111/j.1746-1561.2003.tb06559.x.

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11

Underwood, Geoffrey, Michelle McCaffrey, and Jean Underwood. "Gender differences in a cooperative computer‐based language task." Educational Research 32, no. 1 (1990): 44–49. http://dx.doi.org/10.1080/0013188900320105.

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12

Shibazaki, Kagari, and Nigel A. Marshall. "Gender differences in computer- and instrumental-based musical composition." Educational Research 55, no. 4 (2013): 347–60. http://dx.doi.org/10.1080/00131881.2013.844937.

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13

Kim, Mik, and Wusheng Zhang. "Does Gender Matter in Computer Mediated Communication Based Distance Education?" International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 7, no. 1 (2007): 49–54. http://dx.doi.org/10.18848/1447-9532/cgp/v07i01/39317.

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14

Triyanto, Triyanto, and Rif’ati Handayani. "Teacher Motivation Based on Gender, Tenure and Level of Education." New Educational Review 45, no. 3 (2016): 199–209. http://dx.doi.org/10.15804/tner.2016.45.3.16.

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15

Drew, Todd L., and Gerald G. Work. "Gender-Based Differences in Perception of Experiences in Higher Education." Journal of Higher Education 69, no. 5 (1998): 542–55. http://dx.doi.org/10.1080/00221546.1998.11775150.

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16

Bugheanu, Alexandru-Mihai, and Adina-lonela Străchinaru. "Financial Spending Behavior Patterns Based on Education, Gender and Age." Studies in Business and Economics 15, no. 2 (2020): 62–68. http://dx.doi.org/10.2478/sbe-2020-0025.

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AbstractThis paper develops an analysis in the field of financial spending behavior. The study will focus particularly on habits based on education level, gender and age. Towards this objective, we will present and test three hypotheses based on the education level for the respondents, the differences between males and females, and the correlation between the spending behavior and age. Unlike most of the previous studies, this analysis has a double approach. First of all, it presents several findings regarding differences in terms of spending behaviour and also conclusions in terms of explaini

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17

Decker, Abigail, and Scott A. Morrison. "Decoding gender in nature-based education: perceptions of environmental educators." Environmental Education Research 27, no. 6 (2021): 848–63. http://dx.doi.org/10.1080/13504622.2021.1898548.

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18

Littleton, Karen, Paul Light, Richard Joiner, David Messer, and Peter Barnes. "Pairing and gender effects on children’s computer-based learning." European Journal of Psychology of Education 7, no. 4 (1992): 311–24. http://dx.doi.org/10.1007/bf03172896.

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19

Farman, Farman, Arbain Arbain, and Fitriyani Hali. "Learning Style Preferences Based on Class and Gender." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (2021): 164–72. http://dx.doi.org/10.35445/alishlah.v13i1.368.

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This study aims to identify and describe students' learning style preferences in the mathematics education study program based on class and gender. This research is a type of quantitative research with a descriptive design that describes the percentage of learning style trends in mathematics education students based on class and gender and then draws conclusions on the percentage of learning style preference. The sample of this research was 44 students of the Mathematics Education study program at USN Kolaka. The instrument used in this study was a questionnaire containing 16 questions related

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20

Shashaani, Lily. "Gender-based differences in attitudes toward computers." Computers & Education 20, no. 2 (1993): 169–81. http://dx.doi.org/10.1016/0360-1315(93)90085-w.

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21

Yang, Hsing-Chen. "Education First: Promoting LGBT+ Friendly Healthcare with a Competency-Based Course and Game-Based Teaching." International Journal of Environmental Research and Public Health 17, no. 1 (2019): 107. http://dx.doi.org/10.3390/ijerph17010107.

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How, apart from by conveying professional knowledge, can university medical education nurture and improve the gender competency of medical students and thereby create an LGBT+ friendly healthcare environment? This study explored the use of game-based teaching activities in competency-based teaching from the perspective of competency-based medical education (CBME) and employed a qualitative case-study methodology. We designed an LGBT+ Health and Medical Care course in a medical school. Feedback was collected from two teachers and 19 medical students using in-depth interviews and thematic analys

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22

Periyakoil, Vyjeyanthi S., Linda Chaudron, Emorcia V. Hill, Vincent Pellegrini, Eric Neri, and Helena C. Kraemer. "Common Types of Gender-Based Microaggressions in Medicine." Academic Medicine 95, no. 3 (2020): 450–57. http://dx.doi.org/10.1097/acm.0000000000003057.

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23

Curtis, Bruce. "The Performance-based Research Fund, gender and a cultural cringe." Globalisation, Societies and Education 14, no. 1 (2015): 87–109. http://dx.doi.org/10.1080/14767724.2014.996856.

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24

Niessen, A. Susan M., Rob R. Meijer, and Jorge N. Tendeiro. "Gender‐Based Differential Prediction by Curriculum Samples for College Admissions." Educational Measurement: Issues and Practice 38, no. 3 (2019): 33–45. http://dx.doi.org/10.1111/emip.12266.

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25

Anagnostopoulos, Dorothea, NiCole T. Buchanan, Christine Pereira, and Lauren F. Lichty. "School Staff Responses to Gender-Based Bullying as Moral Interpretation." Educational Policy 23, no. 4 (2008): 519–53. http://dx.doi.org/10.1177/0895904807312469.

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26

de Lange, Naydene, Claudia Mitchell, and Deevia Bhana. "Voices of women teachers about gender inequalities and gender-based violence in rural South Africa." Gender and Education 24, no. 5 (2012): 499–514. http://dx.doi.org/10.1080/09540253.2011.645022.

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27

Nietfeld, John L., Lucy R. Shores, and Kristin F. Hoffmann. "Self-regulation and gender within a game-based learning environment." Journal of Educational Psychology 106, no. 4 (2014): 961–73. http://dx.doi.org/10.1037/a0037116.

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28

Wang, Ta-Wei. "Integrating Gender Equity into Community-Based Parent Education: Evaluation and Reflections." International Journal of Interdisciplinary Educational Studies 12, no. 2 (2017): 1–14. http://dx.doi.org/10.18848/2327-011x/cgp/v12i02/1-14.

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29

Kekule, Martina, Vojtěch Žák, Zuzana Ješková, and Katarína Kimáková. "Gender Differences when Assessing the Impact of Inquiry-Based Science Education." New Educational Review 48, no. 2 (2017): 100–114. http://dx.doi.org/10.15804/tner.2017.48.2.08.

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30

Perry, William C. "Gender-Based Education: Why It Works at the Middle School Level." NASSP Bulletin 80, no. 577 (1996): 32–35. http://dx.doi.org/10.1177/019263659608057707.

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31

Rojek, Mary K., and Marjorie R. Jenkins. "Improving Medical Education Using a Sex- and Gender-Based Medicine Lens." Journal of Women's Health 25, no. 10 (2016): 985–89. http://dx.doi.org/10.1089/jwh.2016.5948.

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32

Fry, Jessica, Kirston Greenop, Oliver Turnbull, and Caroline Bowman. "The Effect of Education and Gender on Emotion-Based Decision-Making." South African Journal of Psychology 39, no. 1 (2009): 122–32. http://dx.doi.org/10.1177/008124630903900111.

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33

Lee, Cheng Ean (Catherine), and Alison Yu Wei Chong. "Students’ Adoption of Facebook in Higher Education: A gender-based Comparison." SHS Web of Conferences 33 (2017): 00010. http://dx.doi.org/10.1051/shsconf/20173300010.

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34

Biswas, Rakheebrita, and Supatra Sen. "City Greens, Post Amphan: A Gender-Education-Profession Based Qualitative Survey." International Journal of Advancement in Life Sciences Research 3, no. 4 (2020): 37–50. http://dx.doi.org/10.31632/ijalsr.20.v03i04.005.

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35

Kuchukova, Al'bina Vilovna. "SOCIO-PEDAGOGICAL TECHNOLOGY OF GENDER-BASED EDUCATION OF SENIOR PRESCHOOL CHILDREN." Pedagogical Education in Russia, no. 1 (2016): 82–88. http://dx.doi.org/10.26170/po16-01-14.

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36

Roberts, Gareth, and Volker Schöer. "Gender-based segregation in education, jobs and earnings in South Africa." World Development Perspectives 23 (September 2021): 100348. http://dx.doi.org/10.1016/j.wdp.2021.100348.

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37

Aziz, Fakhra, Qudsia Kalsoom, Uzma Quraishi, and Sibte Hasan. "Perceptions on gender-based differences in educational leadership." Management in Education 31, no. 2 (2017): 75–81. http://dx.doi.org/10.1177/0892020617696628.

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This descriptive, qualitative study aimed at identifying disparities in perceptions of males and females regarding gender-based differences in educational leadership. Data were gathered purposively from 20 renowned male and female educationists having a long experience of leadership in various institutes of Pakistan. An open-ended questionnaire was used as a research tool to express their perceptions. Data were thematically analyzed under pre-defined categories borrowed from different leadership theorists. The results showed that both male and female respondents perceive that males have more l

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38

Asravor, Richard Kofi. "Estimating the economic return to education in Ghana: a gender-based perspective." International Journal of Social Economics 48, no. 6 (2021): 843–61. http://dx.doi.org/10.1108/ijse-09-2020-0602.

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PurposeThe increasing rate at which individuals, especially, females in Ghana are seeking higher education calls for an estimation of the returns to schooling and education in Ghana.Design/methodology/approachThe study employs the Mincer equation to a representative cross-sectional micro-data from Ghana using OLS and instrumental variable (IV) methodologies. The paper uses spouse's education as instruments in the IV estimation.FindingsReturn to schooling was found to be higher for females than males, likewise, membership of an old student associations and location of the household. Returns to

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39

Boričić, Katarina. "Education of health care professionals, health associates and expert associates on gender-based violence." PONS - medicinski casopis 17, no. 1 (2020): 14–19. http://dx.doi.org/10.5937/pomc17-24352.

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Objective. The aim of this study is to determine the quality of accredited education on the topic of gender-based violence to health care professionals, health and professional associates in the Republic of Serbia. Methods. A search of a database of accredited continuing education programs published on the website of the Health Council of the Republic of Serbia for the period between January 2010 and July 2019. identified programs using the keywords "violence", "family" "gender-based". The ch2 test was used to examine the differences between the independent variables versus the dependent varia

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40

Sev'er, Aysan, and Sheldon Ungar. "No Laughing Matter: Boundaries of Gender-Based Humour in the Classroom." Journal of Higher Education 68, no. 1 (1997): 87. http://dx.doi.org/10.2307/2959937.

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41

Cagnolati, Antonella. "Gender‐based violence, by Geraldine Terry and Joanna Hoare." Gender and Education 22, no. 2 (2010): 239–40. http://dx.doi.org/10.1080/09540251003606966.

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42

Cheek, Dennis W., and Susan Agruso. "Gender and equity issues in computer-based science assessment." Journal of Science Education and Technology 4, no. 1 (1995): 75–79. http://dx.doi.org/10.1007/bf02211584.

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43

Roslan, Eri, and Norlinawati Abd Arshad. "Sex Education Through Classrooms Separation Policy Based on Gender in Islamic Culture." International Journal of Social Science Research and Review 3, no. 4 (2020): 47–54. http://dx.doi.org/10.47814/ijssrr.v3i4.65.

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The purpose of this study was to explore aspects of sex education on the application of Islamic elementary school which the female students' classrooms and male students' classrooms are separated. The research method used was qualitative research. The researcher was the primer instrument, but the researcher needed the other's instruments. Therefore, additional data collection techniques used were interviewing and observing. The kind of interviewing technique was used in this research was the in-depth interview. Participant observation passively was selected to observe the subject and object of

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44

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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45

Littleton, Karen, Helen Ashman, Paul Light, Jayne Artis, Tony Roberts, and Annerieke Oosterwegel. "Gender, task contexts, and children's performance on a computer-based task." European Journal of Psychology of Education 14, no. 1 (1999): 129–39. http://dx.doi.org/10.1007/bf03173115.

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46

Galloway, Laura, Wendy Brown, and Pia Arenius. "Gender-Based Differences in Entrepreneurial Behaviour." International Journal of Entrepreneurship and Innovation 3, no. 2 (2002): 109–19. http://dx.doi.org/10.5367/000000002101299105.

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In most countries the rate of female entrepreneurship is around half of that for males. In an era when the vast majority of the modern world has legislative and practical gender equality in terms of economic opportunity, a common question for studies of entrepreneurship is why female rates consistently lag behind those of males. Using results obtained in the Global Entrepreneurship Monitor 2000, this paper addresses that question by analysing rates of entrepreneurship amongst males and females in two European countries of similar size: Finland and Scotland. Differences and similarities in type

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47

Cheypator-Thomson, Jepkorir Rose, JeongAe You, and Brent Hardin. "Issues and Perspectives on Gender in Physical Education." Women in Sport and Physical Activity Journal 9, no. 2 (2000): 99–121. http://dx.doi.org/10.1123/wspaj.9.2.99.

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The passage of Title IX in 1972 in the United States marked the initiation of research agendas, development of curricular programs, creation of pedagogy, and development of environments that address the needs of both women and men equally in educational settings. The purpose of this research was to determine how gender has been studied in extant literature in physical education. In particular, the intent of this research examination was to analyze the extent to which the concept of gender has been addressed in mainstream United States-based (US-based) journals in physical education. The libera

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48

Symeonaki, Maria, and Celestine Filopoulou. "Quantifying gender distances in education, occupation and employment." Equality, Diversity and Inclusion: An International Journal 36, no. 4 (2017): 340–61. http://dx.doi.org/10.1108/edi-11-2016-0106.

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Purpose The purpose of this paper is to investigate the role of gender in education, occupation and employment in Southern Europe and more specifically in Greece, Italy, Portugal and Spain. The goal is to provide measures that can trace gender differences with respect to their educational and employment features in these countries, explore whether these differences converge over time and compare the patterns observed in each country given their socio-economic similarities. Design/methodology/approach This paper uses raw data drawn from the European Social Survey (ESS) for the decade 2002-2012.

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49

Nunaki, Jan Hendriek, Insar Damopolii, Novri Youla Kandowangko, and Elya Nusantari. "The Effectiveness of Inquiry-based Learning to Train the Students' Metacognitive Skills Based on Gender Differences." International Journal of Instruction 12, no. 2 (2019): 505–16. http://dx.doi.org/10.29333/iji.2019.12232a.

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50

Kutnick, Peter. "Quantitative and case‐based insights into issues of gender and school‐based achievement: beyond simplistic explanations." Curriculum Journal 10, no. 2 (1999): 253–82. http://dx.doi.org/10.1080/0958517990100206.

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