Girls,Boys and Computers

This article discusses the findings of a research project concerning gender differences in computing in secondary schools, funded by the Equal Opportunities Commission. The research examined the organisation and teaching of computing in secondary schools, assessing the extent and nature of gender differences in participation in computing activities and examined teacher attitudes to girls and computing. The article outlines the main findings of the research and includes a series of recommendations for action by schools.     

空间视角透视下的《男孩与女孩》

《男孩与女孩》是加拿大诺贝尔文学奖获得者艾丽丝·蒙若早期的代表作。在整个故事当中,“空间”这一因素一直扮演着一个极为重要而活跃的角色。同传统的小说不同的是,它不再被弱化为背景、舞台或是一个空空的载体,而成为一股有创造力的能量,时时刻刻塑造和限制者主人公的思想和言行。     

为小学男孩女孩开设的性别教育课程

目前中小学性教育一般还停留在生理常识的阶段,缺乏以人格教育为核心的全面科学的性别教育系列课程.本文介绍了小学一至五年级开设性别教育课程的实践探索,从"性别意识、性别认同、身体保护"三方面内容入手研发,力求做到"活泼又干净,明了又渐进",使小学生公开坦然地接受生理、心理和伦理等方面系统科学的性别教育.     

Interaction at the Computer by Language Minority Boys and Girls Paired with Fluent English Proficient Peers

No abstract available for this article.     

Motor Competence in 11-Year-Old Boys and Girls

By using the Movement Assessment Battery (MABC), the present study investigated possible gender differences in several tasks of motor competence in children. The sample included 67 Norwegian sixth-grade children (Girls N?=?29; Boys?=?39). Boys' performance exceeds that of girls in ball skills and in one of the balance skills. No differences were revealed between girls and boys in manual dexterity and in total score of MABC. The results may support the theory of task-specificity. Furthermore, they may challenge the school as an arena of physical activity for developing as appropriate motor skills as possible contributing to further engagement in physical activity.     

高中学生物理成绩性别差异的归因分析及教学对策

通过对高中学生在主要学科学习中存在的性别差异,特别是物理学习中的性别差异的对比,从男、女学生智力和非智力因素两方面入手,进行了智能特点、智能品质、兴趣水平、性格特征等方面差异的分析研究,并针对女同学在物理学习中的困难,提出了因材施教,提高女生物理学习效果的教学对策。     

The Participation of Boys and Girls in Home Economics

This study examined whether male students dominated classroom interactions in home economics lessons and whether other classroom processes sustained gender divisions in this subject in two Form I and two Form II classes in two schools. The sample included two female home economics teachers and all the students in the four classes (34 boys and 31 girls). Data were collected during five 60‐minute observation sessions in each class (inter‐observer reliability reached 94%) and structured interviews with both teachers and 24 students (three boys and three girls from each class). Statistically significant (p < 0.001) differences were found in the number of times students were helped by the teachers (boys received 76% of teachers’ help) and in the number of reprimands they received (boys received 87%). Boys and girls received a comparable amount of praise but boys received a greater amount of interaction in all other categories (direction of teacher questions, choice of students to answer questions, call‐outs and calling students by name) although these differences were not statistically significant. There were major individual differences between students of the same sex in all the categories. More boys (19) than girls (seven) were high participants in different classroom processes. Most of the students in mixed‐gender kitchenettes co‐operated in cleaning up. Teachers expected the same standard of work from all the students but they allotted more special jobs to girls.     

教育男生和女生:对性别平等教育的启示

性别平等教育长期被视作教育中的次要问题,教育学界对此也存在不少误解。“零和式”的教育使性别平等问题走向了极端。性别平等教育的目标不仅使女生享有平等的教育的机会,同时也使男生受益。打破教育体制中固有的性别成见才是实现平等教育的根本途径。     

Differential Effectiveness of Computer-assisted Instruction for Boys and Girls

A sample of 671 secondary school students in 24 classes of nominally slow learners was involved in investigating not only the relative efficacy of computer-assisted instruction (CAI) and traditional expository teaching, but particularly the differential effectiveness of the two teaching methods for boys and girls. Both achievement and attitude outcomes were investigated. The difference in mean scores between CAI and traditional classes overall was 3.5 standard deviations for achievement and 1.4 standard deviations for attitude. However, although there was no overall effect of gender on either outcome, a significant treatment-gender interaction occurred for the achievement outcome (but not for the attitude outcome). Boys achieved better than girls in the CAI groups, but boys and girls achieved similarly in the control group.     

Girls and Boys Like to Read and Write Different Texts

This study explored girls' and boys' (aged 10–11) attitudes towards reading and writing. Girls enjoyed reading significantly more than boys. Boys liked mostly comics and humorous books; adventure books were girls' favourites. Poetry did not appeal to pupils. Many boys did not enjoy typical school texts. Most pupils, especially boys, did not like to read aloud. Even many fluent and motivated readers felt embarrassed when doing it. Pupils' attitudes towards writing were more negative than those regarding reading. Boys were significantly more reluctant writers than girls. To interest boys the writing task should have a meaningful purpose or a communicative function. The results suggest that pupils' interest should be a key factor in the selection of reading material; otherwise, many students will avoid reading and may develop a lifelong aversion to it.     

Communication Patterns of African American Girls and Boys from Low-Income, Urban Backgrounds

This study investigated gender effects on the conversational strategies used among 106 African American children ( mean age = 7 years) from urban, low-income family backgrounds. Same- and mixed-gender pairs of children from the same grade level in an inner-city school were provided with toy bear puppets and asked to play together for 5 min. Conversations were coded using Leaper's Psychosocial Processes Coding Scheme, which classifies communication acts as either collaborative, controlling, informing, obliging, or withdrawing. Girls and boys were more similar than different. However, gender-related variations were found. Boys were more likely than girls to use controlling acts and domineering exchanges in same-gender pairs but not in mixed-gender pairs. Girls were more likely than boys to use a combination of collaborative and informing acts. For partner gender effects we found that controlling acts and domineering exchanges were less likely — whereas informing acts were more likely — to take place when children were matched with a girl than when they were matched with a boy. Findings replicate many of the gender effects on communication style reported in a prior study (Leaper, 1991) that used a similar procedure and coding strategy with a sample of middle-income children from mostly European American backgrounds.     

Development of Equity Preferences in Boys and Girls Across Adolescence

The aim of the current study was to examine the development of equity preferences across adolescence, for boys and girls separately. Participants from 8 to 18 years old (M = 14.09 years; N = 1,216) played four economic allocation games. Analyses revealed a decrease in equity preferences with age and this decrease was stronger for boys than for girls. There was also an age‐related increase in the preference for efficient outcomes (i.e., maximization of total available resources), which was again stronger for boys than for girls. Overall, although equity remains as a strong social norm, adolescents are decreasingly strict in adhering to the equity norm and show increasing flexibility in equity preferences.     

试论社会传媒对青少年的影响

从建国初期至今,社会传媒对青少年的影响大致可以分为三个阶段,即书报阶段、电视阶段和电脑阶段。这三种形式的传媒各有利弊,而电脑的利弊更加显著。如何发挥电脑的优势,消除电脑的负面影响,是一个值得深思的问题。     

幼儿园重女轻男现象及对常规管理的纠偏

本研究通过问卷调查与访谈,发现多数幼教工作人员,对幼儿园男女幼儿有不同接受心理,并在日常带班过程中表现出教育行为差异.从常规管理角度检视这种重女轻男现象产生的原由,幼儿园实际工作中存在着保教目标片面性、实施途径保守性和考评机制单一性等偏差.     

The Research of Difference between Boys and Girls during English Study

With China’s opening up and joining the World Trade Organization,more and more people are learning English.English study is very important for the learners,which involves a lot of factors,among which the learner’s own factor is the most direct and main factor.In English teaching,we shouldn’t just pay our attention to the regular teaching principle of teaching stu dents in accordance with their aptitude,and turn a blind eye to the non-intellectual factors of the learners.This thesis analyzes the differences and their reasons,and then puts forward some relevant countermeasures for eliminating the differences in English learning between boys and girls,in the hope of promoting them to make progress together in English study.     

男女生在线英语学习动机对比分析

在线英语学习动机在一定程度上影响在线英语学习效果,研究男女生在线英语学习动机的差异性具有十分重要的意义。问卷调查法是研究男女生在线英语学习动机差异性的有效方法。运用学习动机理论。设计了在线英语学习动机相关因素调查问卷;并对男女生问卷调查结果的差异性进行了深入全面的分析,调查结果显示女生在线英语学习动机更强烈。增强男生在线英语学习动机,提高男生以及全体学生在线英语学习积极性．提高在线英语学习效率势在必行。     

俄罗斯高等教育对男女生经费的投入问题评述

文章在介绍俄罗斯高等教育经费改革的基础上，从较深的层次论述了俄罗斯教育中存在的性别歧视问题，并对由此产生的俄罗斯教育经费的投入问题进行了较为详尽和深入的分析。通过对此问题的研究，我们可以透视出教育经费改革是经济改革的重要举措，与俄罗斯的政治命运息息相关。     

Higher Order Teacher Questioning of Boys and Girls in Elementary Mathematics Classrooms

Abstract

The interaction patterns of teachers and students in public and private urban schools was investigated specifically to explore higher order teacher questioning. On the basis of a review of the literature, the authors speculated that patterns of student response to higher order teacher questioning would differ by student gender. Higher order questioning encourages students to think critically, and, therefore, is powerful for learning. Lower order questioning, however, taps only the memorization of facts. The results from this study suggested no gender difference in students' responses to higher order questioning. The 16 teachers observed used predominately lower level questioning patterns in their classrooms.