父母性别平等态度与孩子性别平等态度、性别角色的关系

本研究以212名中学生及其父母为被试,考察父母的性别角色平等态度与孩子性别角色平等态度、性别角色的关系。结果发现:男生比女生、男生的母亲比女生的母亲更认为男女是不平等的,而男孩的父亲与女孩的父亲在性别角色平等态度上没有差异;父亲、母亲的性别角色平等态度与孩子的性别角色平等态度有显著的正相关;父亲的性别角色平等态度与孩子的性别角色没有显著相关,但母亲的性别角度平等态度与孩子的女性性别角色有显著负相关。     

Gender-segregated schooling and gender stereotyping

Concern has been raised that segregation of girls and boys into separate classes leads to increased gender stereotyping. We tested this in a sample of 365 seventh-grade students attending a junior high school that offers both gender-segregated (GS) and co-educational classes. It was found that for both boys and girls, the more GS classes they took in the fall, the more gender stereotyped they were in their responding in the spring (controlling for initial levels of gender stereotyping). We concluded that GS likely heightens the salience of gender in the classroom thereby reinforcing and increasing gender stereotypes. As such, we argue that GS is a misguided approach to addressing any educational difficulties girls and boys might be having.     

Gender attitudes in school have changed mainly in peer relational factors over a period of 35 years

The aim of the study is to compare gender patterns of student attitudes toward school, teachers and peers in grade 6 over time. In 1967–68 and in 2003, 1500 pupils responded to the same 40‐item questionnaire. A confirmatory factor analysis was applied. In the gender comparison the within‐class level was used. The more traditional school factors, Interest in School, View of Teacher, and Work Atmosphere, showed no differences between the two time periods. The factor Interest in School showed that girls were more positive than boys. In contrast to this, changes with more positive attitudes had occurred especially in boys’ peer relational factors. In Relations with Classmates and in View of Fuss, the scores were now equal between the two genders, but in View of Peers, and Lack of Anxiety the boys’ attitudinal scores were significantly higher than those of the girls.     

Unravelling gender composition effects on rule-breaking at school: a focus on study attitudes

Previous research on consequences of schools' gender composition has mostly investigated students' socio-emotional well-being and achievement, while students' academic attitudes and behavioural outcomes – including school deviancy – have been studied less. Moreover, most studies compared single-sex and coeducational schools, and did not focus on the proportion of girls at school. Starting from reference group theory, we hypothesise that boys attending schools with a higher proportion of girls adopt the latter's positive study attitudes, rendering them less susceptible to disruptive behaviour. Conversely, girls in schools with more boys are expected to adopt the latter's negative study attitudes, consequently being more likely to misbehave. Multilevel analyses on data from the Flemish educational assessment, consisting of 5961 girls and 5638 boys in 81 schools, showed that both boys and girls valued studying more and were less likely to misbehave at school when proportionally more girls attended their school. Implications are discussed.     

Attitude and commitment to school of successful secondary school students / Actitud y compromiso hacia la escuela en estudiantes de secundaria considerados de éxito escolar

In this article, we analyse the attitude toward school that successful students of post-compulsory education possess. We understand school success as a concept that takes into account academic results, but also includes the desire to continue studying, while often overcoming difficulties at school. The data were taken from a sample of 26 students (12 girls and 14 boys) enrolled in Baccalaureate studies and vocational training. It was collected from detailed interviews, context questionnaires and the photolanguage technique. The results show that students are clearly committed to education, which takes the form of positive attitudes toward schoolwork and tasks (perseverance, effort, respect for the rules) and to the development of a defined life project and a high-level of satisfaction with their education. Baccalaureate students, particularly girls, more clearly express these traits.     

Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

One of the challenges facing the Early Years (EY) sector is how to encourage more male practitioners to counterbalance a largely feminised workforce. Using case studies of male trainees at different stages of their primary undergraduate Initial Teacher Training course at one university, we attempt to consider data why there is under-representation of men within the leadership strata in EY settings. Questionnaires and interviews were conducted with the male sample groups and male leaders in primary schools to gain an overview regarding gender stereotyping. Our findings suggest that male trainees enjoy working in the EY sector, but they need mentoring by strong leaders to help them overcome the perceived contextual barriers of male stereotypes in that setting. In conclusion, we consider some of these barriers of stereotypes, attitudes, values, beliefs existing and the actions needed in addressing such stereotypes if a long-lasting change is to happen.     

Bad boys,good girls? Implicit and explicit attitudes toward ethnic minority students among elementary and secondary school teachers

Teachers’ attitudes toward ethnic minority students might differ by students’ gender and the type of school teachers are working in because of different motivations for teaching and different school practices. Hence, the aim of the current research was to investigate elementary (n = 82) and secondary school (n = 82) teachers’ implicit and explicit attitudes toward male and female ethnic minority students. Teachers worked on either a male or a female Implicit Association Test and filled out a gender-specific questionnaire for measuring explicit attitudes. The results showed that elementary and secondary school teachers had negative implicit attitudes toward ethnic minority students, independent of students’ gender. Whereas secondary school teachers were implicitly more positive toward boys, elementary school teachers were implicitly more positive toward girls. Elementary school teachers were more enthusiastic about teaching ethnic minority boys than girls. The findings provide the first insights into differences in attitudes between elementary and secondary school teachers.     

‘Man enough to do it’? Girls and non‐traditional subjects in lower secondary education

This article examines the processes influencing the choice of non‐traditional subjects by girls in lower secondary education in the Republic of Ireland. In particular, we focus on the traditionally ‘male’ craft technological subjects, namely Materials Technology (Wood), Metalwork and Technical Graphics. Analyses are based on detailed case studies of 12 secondary schools, placing them in the context of national patterns of subject take‐up. Strong gender differentiation persists in the take‐up of these technological subjects. Commonalities are evident across schools in the way in which the subjects are constructed as ‘male’. However, some students, both female and male, actively contest these labels, and school policy and practice regarding subject provision and choice can make a difference to take‐up patterns. It is argued that the persistent gendering of subjects has implications for the skills acquired by students, their engagement in education, and the education, training and career opportunities open to them on leaving school.     

THE STRUCTURE AND IMPLICATIONS OF CHILDREN'S ATTITUDES TO SCHOOL

ABSTRACT:  The paper reports a study of children's attitudes to school based on a questionnaire survey of 845 pupils in their first year of secondary school in England, together with interviews with a sample of the children. A clearly structured set of attitudes emerged from a factor analysis which showed a distinction between instrumental and affective aspects of attitudes but also dimensions within these, including a sense of teacher commitment and school as a difficult environment. Virtually all children had a strong sense of the importance of doing well at school. However, a substantial minority were not sure that they would stay on after 16. There were few differences between boys and girls or between children from different socio-economic backgrounds but children planning to leave at 16 enjoyed school less and were less sure that it had anything to offer them. There was an almost universal commitment to the value of education but, for a minority, an ambivalence about the experience and relevance of schooling for them.     

The Influence of Children's Literature on Gender Role Perceptions: A Reexamination

This project reexamined young children's gender attitudes regarding occupational roles. The results of this study suggested that young children's atitudes, while still generally stereotypic, were more flexible regarding occupational roles. The reading of carefully selected books and book related activities positively influenced gender attitudes.     

The effects of message theme,policy explicitness,and candidate gender

Female candidates are sometimes perceived as less competent than their male counterparts, especially in races for higher political offices, and research has indicated that female candidates can face tougher standards in establishing credibility. This study explores the effects of message theme and explicitness on the perceived competence ratings of female and male Congressional candidates. An experiment with 209 college students at the University of Florida was conducted in 1997 to investigate the relationship between candidate gender, message characteristics, and perceived competence of two hypothetical candidates, one female and one male. It was hypothesized that an explicit message on a stereotypically male policy area, crime, would be advantageous to female candidates. Message theme was found to be important for both the female and male candidates, but message explicitness was found to be important for the female candidate only.     

Do parents' own school memories contribute to their satisfaction with their child's school?

In the present study a group of parents with a child in preschool were asked to give evaluative recollections of their own primary school and then to indicate the level of their satisfaction with the functioning of their child's school repeatedly in the course of the child's compulsory education. Across the follow‐up, the parents with positive recollections showed more satisfaction than those with negative recollections did. Over the years, the level of satisfaction decreased in all other groups but the fathers with positive recollections. Parents' recollections may be seen as an experience‐based component of their attitudes towards education.     

The attitudes of male student teachers towards a career in special education

This study considers the reasons why so few male student teachers are entering the special education sector. This comes as recent statistics reveal that the percentage of male teaching staff in special education in Northern Ireland is much lower than in England. The article first critically considers the international literature on male students’ perceptions of entering the teaching profession. The study then examines the opinions of the post‐primary student cohort at one major initial teacher education institution in Northern Ireland and contrasts male and female responses in terms of students’ confidence in their knowledge of special educational needs and their relative willingness to consider specialising in this area. The study reveals significant differences in the cohort between male and female students’ perceptions, and through individual interviews it explores further the reasons why male students are reluctant to specialise in special educational needs.     

Religion is a MUST in English Schools

This article exposes the problem of using declarative rather than procedural knowledge to help K–12 students recognize irony in stories. It offers commonplace procedures drawn from students’ everyday language experience together with more abstract irony clues to help students recognize irony in stories and increase their story comprehension. Six irony-laden stories are briefly examined to underscore their basic ironic core and guide instruction of elementary, middle, and secondary students.     

故事教学法在小学英语词汇教学中的应用

在小学英语词汇教学中,教师通常会采用故事教学法,以故事为载体,呈现目标词汇和句型。但在具体教学课例中,往往会出现故事不完整、词汇不突出、文本缺乏内涵等现象。通过探讨小学阶段以故事为主题的词汇教学应遵循的原则,可以突出故事味,落实语言点,切实提高词汇教学的有效性。     

利用数学练习培养学生良好的学习心态

最佳学习心态主要由轻松愉悦感、新奇感、严谨感和成就感构成。在中学数学教学中,可以通过设置分层练习、开放性题、易错题、一题多解来培养学生的最佳学习心态,促进学生学习。     

Gender and high school chemistry: student perceptions on achievement in a selective setting

This paper reports on research undertaken in a middle-class Australian school. The focus of the research was on the relationship between gender and students’ engagement with high school chemistry. Achievement data from many OECD countries suggest that middle-class girls are achieving equally as well as, if not better than, boys in many subjects. This has led to claims that the ‘girls and science’ agenda is no longer necessary, and indeed may have been detrimental to boys’ achievements in science subjects. The data collected from students at this site indicate that at this school this agenda is far from a completed one. These data indicate that whilst girls’ achievement levels are comparable with those of the boys, for many students chemistry is still perceived as a masculine subject. Hence, the girls in the chemistry classrooms at this school construct themselves, and are constructed, as outsiders in the subject.     

Mathematics: a female,male or gender‐neutral domain? A study of attitudes among students at secondary level

The aim of the current study is to investigate whether Swedish secondary school students perceive mathematics as a female, male or gender‐neutral domain. A sample of 1300 students in two age groups, 15‐ and 17‐ years, answered a questionnaire and about 50 students participated in interviews. The main part of the inquiry form consists of Who and mathematics, an attitude scale recently developed by other researchers. The results are analysed with respect to gender, school year and study programme. Gendered attitudes were found among considerable minorities. There is a marked tendency to view mathematics as a symbolically male domain: positive aspects are associated with boys and negative aspects perceived as more female. Older students hold more strongly gendered views than younger. Boys in the science programme have the strongest beliefs of mathematics as a male domain.     

The relationship between young children’s enjoyment of learning to read,reading attitudes,confidence and attainment

Background: While there is a considerable body of research exploring the relationship between older primary school children’s reading attitudes, confidence and attainment, there is a noticeable lack of research with younger children. Furthermore, there is relatively little research exploring the extent to which children’s reading attitudes, confidence and attainment are related to their enjoyment of learning to read.

Purpose: To understand the relationship between young children’s reading attitudes, reading confidence, enjoyment of learning to read and reading attainment.

Sample: Two hundred and three children (103 boys) with an average age of 6 years and 9 months (.32 years standard deviation) participated in this study. Children were from 11 primary schools in England, located within a wide range of socio-economic neighbourhoods.

Design and methods: All children completed questionnaires examining their attitudes to reading, reading confidence (using Progress in International Reading Literacy Study items) and enjoyment of learning to read. Children also completed an assessment of word reading. All assessments were administered individually.

Results: Children’s attitudes to reading, reading confidence and enjoyment of learning to read correlated with their word reading skill; however, only reading attitudes and reading confidence predicted variance in reading success. With regard to gender differences, girls reported more positive reading attitudes than boys, even after controlling for differences in reading skill.

Conclusions: Results highlight that the relationship between children’s reading skills and the affective aspects of learning to read develops from a young age. Therefore, methods of reading instruction need to foster affective aspects of reading, in addition to developing cognitive skills to best support young children’s reading development.     

Developing Scientific Literacy in a Primary School

The science education literature demonstrates that scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students' scientific literacy. The research reported in this paper taps into the expertise of (participating) primary teachers by analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms. The research examines the processes and structures within one primary school that were created to provide conditions to allow teachers to explore and build on the range of ideas that presently inform the scientific literacy debate. The research reports these teachers' views and practices that shaped their actions in teaching for scientific literacy.