Expressing social gender identities in the first year of school

Tests and spot observations were undertaken in first year classes in four primary schools to study children’s knowledge of and employment of social representations of gender. The use of these resources in children’s expression of social gender identities was re-assessed at the end of the first year in two classes. Analysis of spot observations identified distinct masculine and feminine styles in patterns of association, the masculine style emphasising gender exclusivity. Children also used group size to express social gender identities. Analyses showed that at the beginning of the school year girls interact in smaller groups, but by the end of the year they associate in groups as large as those of boys. Despite differences in group behaviour test data revealed that girls and boys share a similar knowledge of the interrelationship between the gender marking of social category membership and material culture.     

How gender is constructed and experienced in the social world of the nursery school

This case study attempts to capture the way gender is constructed and experienced in the social world of the nursery school. It presents findings from a staff survey, structured and unstructured observations of one male’s and one female’s professional practice and one-to-one interviews with children aged three to four years. Despite practitioners’ reported intentions to challenge traditional notions of gender, construction of traditional gender distinctions was not problematised by staff and was upheld by comments of children. Children appeared to construct themselves in terms of gender stereotypes and were offered only limited alternative gender positions by the male and female practitioners.     

The social construction of gender in the superintendency

The public school superintendency in the United States is overwhelmingly socially constructed as masculine even though the educator workforce from which superintendents are drawn is 75% female. Predictably, those who teach, research and write about the superintendency in the US, again overwhelmingly male, have largely reinforced the sexist gendering of this critical leadership position. In contrast, this study explores how three women superintendents engaged, in a complex fashion, the gendered social construction of the super intendency as they conducted the daily work of leading school districts in the state of Texas. This study also verifies for feminists in other national contexts the critical need for feminist research to be conducted in a wide variety of national contexts, especially because the feminist work of one specific context may be very different than that of another. The study ends with recommendations that fit Texas and the US at the beginning of the 21st century.     

Susceptibility to peer influence during middle school: Links with social support,peer harassment,and gender

The present study explores concurrent relations between social support, gender, susceptibility to peer influence, and peer-based aggression and harassment in a socioeconomically and racially diverse sample of 774 seventh and eighth grade students. Results indicate that students perceiving lower support from their family or school were relatively more likely to be highly susceptible to peer influence, and to have friends who they believed were also highly susceptible to peer influence. Further, higher susceptibility to peer influence was associated with increased involvement in relational aggression and sexual harassment, both as a perpetrator and as a victim. Gender moderation effects were also found. The negative association of school support and susceptibility to peer influence was found greater in girls than boys. Girls who were highly susceptible to peer influence, or who had friends who were highly susceptible, had a relatively greater risk for involvement in relational aggression and sexual harassment, as compared with boys. Implications of these results for educators and school-based mental health professionals are discussed, and suggestions for future research are offered.     

The diagnostic of social relationships in school

The social relationships between the persons in a school setting may be seen as a central element of school learning. Educational research has been intensively occupied with the teacher-pupil relationship, and has described the processes influencing these relationships (Hofer, 1979; Nickel, 1978) as well as their determinants (Betzen and Nipkow, 1973; Döring, 1975). On the other hand, the relationships between the pupils have been analysed less intensively and consequently, although an important function regarding socialization has been attributed to these relationships. Even though catalogs for social learning objectives exist, necessary information concerning social interaction, the determinants of such interaction and the characteristics of pupil groups can only be found in an inadequate form. Therefore, many teachers must depend on subjective theories when attempting to employ appropriate pedagogical measures concerning social contact within a group of pupils. Adequate means to diagnose aspects of the pupils' social field, to determine learning results and to give behavior-related feedback, are lacking.In the first part of our article, we intend to describe and systematize the most important components of social relationships between pupils, so that the diagnostic instruments at hand may be analyzed utilizing this grid.     

The social contagion of work avoidance goals in school and its influence on student (dis)engagement

Work avoidance goals, which refer to wanting to do as little as possible in school, are detrimental to school success. Given its maladaptive nature, studies have investigated the antecedents of work avoidance, such as the role of personal characteristics and social-contextual factors. The influence of one’s classmates, however, remains under-explored. Drawing from social contagion research, we examined whether work avoidance goals spread among classmates. Questionnaires were administered to 1524 adolescent students nested within 50 classes. Two waves of data were collected one semester apart. Multilevel modeling was used to analyze the data. Results showed that a student’s work avoidance in Time 2 was predicted by his/her classmates’ work avoidance in Time 1. These results held even after controlling for one’s own Time 1 work avoidance. Moreover, work avoidance goals led to higher levels of disengagement and lower levels of engagement. The findings demonstrate that work avoidance goals are socially contagious and that they have negative consequences for students’ engagement. This study extends our theoretical understanding of work avoidance by highlighting the vital role played by one’s classmates in shaping students’ avoidance of schoolwork and the deleterious consequences that come with it.

     

小学社会课课型分类

小学社会课按照不同的标准可以划分为不同的课型.从表述方法上划分,有讨论表演型、主辅型、例证型和图文型;课型种类的不同,其教学模式和方法也就不同.     

高中生英语学习性别差异及影响因素的研究

性别是个体差异的一个重要方面。在个体社会化过程中,不同性别带来的生理和心理差异,导致男性和女性在日常生活和学习英语中表现不同。本文分析了性别差异在英语学习种的现象和原因,并提出了一些对策来缩小差异。希望能够提高学生的英语学习和有助于英语教学的有效开发的潜力。     

Exploring the influence of gender and gaming competence on attitudes towards using instructional games

Digital games are evolving beyond the solitary context into a ubiquitous, social and collaborative experience. Addressing beliefs about technology and attitudes towards technology‐mediated processes is fundamental to the successful implementation of any innovation. In collaborative gaming, attitude towards gaming influences learners' interactions along the domain, technology and community dimensions. Building on various seminal works, an instrument was developed for measuring four components of attitude towards gaming—affective components, perceived control, perceived usefulness and behavioural components. The survey, including 21 statements each scored on a 5‐point Likert scale, was used with a sample of college students to investigate the influence of gender and gaming competence on attitude towards gaming. The pedagogical implications of the different attitude components are discussed in relation to game design and to the different interactions triggered by the gaming context.     

现代图书馆参考咨询工作的主要特征及发展策略

现代图书馆的参考咨询工作借助新的技术手段，不仅改变着知识的流动和储藏形式，也改变着咨询人员的工作方式与思维方式，其服务模式随之发生了深刻的变化，从而须对其作出相应的发展策略。     

社会意识形态对翻译的影响

本文论述了社会意识形态对翻译目的、翻译主题方面的影响,并指导译者在翻译过程中意识到这种影响从而尽可能把握并克服这些影响。     

初中生社会支持状况及其对心理健康的影响

以705名初中生为调查对象，探讨初中生社会支持状况及其对心理健康的影响。结果发现：①女生的社会支持水平高于男生。②初二年级学生的社会支持水平最低，其次是初三年级学生，初一年级学生的社会支持水平最高。③初中生社会支持有助于心理健康水平的提高。     

The influence of values on school administrator practices

Reprinted from theJournal of Educational Administration and Foundations, 1989, volume 4, number 2. TheJournal is published by Lakehead University, Thunder Bay, Canada P7B 5E1.     

浅析性别差异对小学生学习成绩的影响及对策研究

性别差异对小学生学习成绩的影响是存在的,近年来人们对学生性别差异对学习成绩的影响的研究日益增多。教师应根据实际情况采取策略,在教学实践过程中改变传统的刻板印象,通过培养小学生的学习兴趣、端正学习态度并改善学习方式、养成良好学习习惯及优化当前教育教学评价方式等不同的方法提升学生的学习成绩。     

The influence of student gender on the assessment of undergraduate student work

The aim of this study was to investigate the influence of perceived student gender on the feedback given to undergraduate student work. Participants (n = 12) were lecturers in higher education and were required to mark two undergraduate student essays. The first student essay that all participants marked was the control essay. Participants were informed that the control essay was written by Samuel Jones (a male student). Participants then marked the target essay. Although participants marked the same essay, half of the participants (n = 6) were informed that the student essay was written by Natasha Brown (a female student), while the remaining participants were informed that it was written by James Smith (a male student). In-text and end-of-text feedback were qualitatively analysed on six dimensions: academic style of writing; criticality; structure, fluency and cohesion; sources used; understanding/knowledge of the subject; and other. Analysis of feedback for both the control and target essay revealed no discernible differences in the number of comments (strengths of the essay, areas for improvement) made and the content and presentation of these comments between the two groups. Pedagogical implications pertaining to the potential impact of anonymous marking on feedback processes are discussed.     

The gender difference of peer influence in higher education

Investigations of the existence of residential peer effects in higher education has shown mixed results. Using data from a Chinese college, we find no evidence of robust residential peer effects. Using the same data we find evidence that females respond to peer influences, whereas males do not, consistent with social psychology theories that females are more influenced by peers.     

The effects of gender on the transition of transfer students into a new school

The present study describes a peer-tutoring program designed to utilize computerassisted instruction to help first through fourth graders who were entering a new school. Tutored girls increased their positive self-perceptions as a result of the tutoring program, whereas boys declined in positive self-perceptions, while exhibiting gains in reading scores. These findings suggest that prevention efforts need to consider the specific adaptation needs of transfer students by gender so as to insure a maximum fit between individual need and program scope.     

The construction of gender,social class and mathematics in the classroom

This study is part of the Social Context Project at the Centre for Mathematics and Science Education in Brisbane, Australia. Classroom observations were conducted in mathematics classes at two all girls' schools with different socioeconomic backgrounds. The aim was to investigate differences in the construction of the content of mathematics and the construction of the learners in both classes. The class in the high socioeconomic school constructed content that was perceived as required for entry into higher education while the low socioeconomic school constructed mathematics needed for everyday life transactions. Likewise, the learners were constructed differently in both schools on the basis of their perceived ability and needs. The study concluded by arguing for diversity of research methodologies and for an increasing emphasis on the experiences of successful females as well as females from different socioeconomic and ethnic backgrounds.