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1.
This paper examines the extent of gender differences, and discusses the role of gender in musical instrument learning. It focuses on the collective instrumental experiences of 1493 Chinese students (774 boys and 719 girls attending grades 7–13) within Western and non‐Western musical traditions in Hong Kong. The discussion draws attention to gender differences in the learning of Chinese and Western musical instruments, in musical interest and instrumental learning, and in the reasons why students learn or do not learn musical instruments. The paper argues that, while female and male students exhibit different attitudes towards the types of instruments learnt, significant correlations exist between their interest in music and parental support for their instrumental learning. Gender is brought to the fore by the pedagogical actions of the teacher, the mass media and by parental efforts to reduce gender bias and stereotypes through school, public and family education.  相似文献   

2.
The article discusses the importance of introducing training programs for preschool children that allow them to master basic knowledge in science, technology, engineering, and mathematics (STEM subjects) as an academic basis for the technological transition that is currently taking place in the modern world. It is shown that when preschool students study STEM subjects, it gives them a great advantage later in elementary, middle, and high school. As a result of our investigation of STEM subjects for preschoolers and the gender considerations that should be incorporated into successful teaching strategies, we have concluded that together with the preparation and institutionalization of such training programs it is necessary to teach the designers of educational programs as well as educators about the specific features that characterize how boys and girls learn. A curriculum that takes gender differences into account is one that does not allow the development of a gender dichotomy in education. Rather, it should ensure that both boys and girls have equal motivation and a positive attitude about STEM subjects.  相似文献   

3.
通过调查粤澳11 097名中小学生发现,广东中小学生思政课课程感知和各维度感知水平显著优于澳门,且在“课程目标”“课程内容”维度差距最为突出。性别差异为女生显著优于男生;年级差异大体为小学四至六年级优于初中各年级;曾在香港就读对课程感知有消极影响,在内地就读则有积极影响。父母文化程度大体与课程感知呈正相关。基于此,要继续完善澳门思政课课程建设,加强广东思政课课程实施督导;提高男生思政课课程学习兴趣;引导初中生重视国家事务,实现思政课的情感目标;提高粤澳姐妹学校互动频率,鼓励澳门中小学生到内地就读或交换。  相似文献   

4.
Literature on schooling in Africa often frames sexual relationships as threatening girls’ educational participation, health, and general well-being. Schooling practices aimed at sheltering girls reflect the prevalence of discourses emphasising danger and abstinence. This article presents the case of one all-girls school in Tanzania which provides a protective environment while also teaching young women strategies to negotiate sexual and romantic relationships. Drawing on classroom observations and in-depth interviews, we examine how the school's policies, practices, and lifeskills curriculum offer students a supportive environment in which to learn about relationships. Our analysis reveals that young women find this space simultaneously restrictive and freeing, and that their learning has supported their ability to imagine equitable relationships for themselves. This case contributes to our understanding of how schools can serve as sites that foster young women's agency when curriculum and pedagogy create space for open discussion of sexual relationships.  相似文献   

5.
以数学学习兴趣（I）和学习能力（J）两个指标针对高中三个年级的数学学习现状进行调查表明：1）年级因素、性别因素以及年级和性别的交叉因素对数学学习的状况非常明显的影响,年级对学习兴趣和学习能力均有显著的影响,而性别只对学习能力有影响,对学习兴趣无显著影响。2）随着年级的升高,男、女生的数学学习兴趣和学习能力都随之发生显著地变化,男生的学习兴趣和学习能力随着年级的增加而增强,因此高三男生的数学学习兴趣和能力最高;高一年级女生的学习兴趣最低,而高三女生的学习兴趣和学习能力都高于高一、高二年级。3）通过年级因素的多重比较发现,在学习兴趣方面,高二、高三无显著差别,且均高于高一;在学习能力方面,均存在非常显著的差异,且高三最高,高二次之,高一最低。  相似文献   

6.
2001年,我国正式启动了以《基础教育课程改革纲要（试行）》为标志的新一轮基础教育课程改革。大力提倡培养学生的独立性和自主性,引导学生质疑、调查、探究。探究学习模式成为我国新一轮基础教育课程改革的重点之一。本文首先阐述了在中学体育课学习中采用探究学习模式的意义。其次,从让学生真正成为学习的主体,让学生在创造性活动中学习,加强中学体育教师素质培养等方面,对如何在中学体育教学中应用探究学习模式提出了自己的建议和看法,具有一定的参考价值。  相似文献   

7.
调查研究发现,中小学学生语言能力的性别差异日益明显,其成因与家庭教育、学校教育等教育者潜在的、传统的性别意识、性别期待和性别偏见有关,也与学生在传统性别偏见影响下形成的性别意识和心理暗示有关。为此,教育者应该具备科学、觉醒的性别意识,摒弃性别偏见,身体力行地进行正确的性别教育,鼓励学生学业上无性别差异的发展。  相似文献   

8.
The study examines the teaching and learning of science in an urban high school characterised by African American students from conditions of relative poverty. An interpretive study was undertaken involving a research team that included the teacher in the study and a student from the school. Despite the teacher's effort to enact a curriculum that was transformative the students resisted most of his efforts to enhance their learning. The study highlights the difficulties of engaging students when they lack motivation to learn and attend sporadically. In an era of standards-oriented science in which all students are expected to achieve at a high level, it is essential that research identify ways to tailor the science curriculum to the needs and interests of students.  相似文献   

9.
This paper reports a design experiment that attempted to strike a balance between coverage and learning in an exam-oriented, college-preparatory, high school course—Advanced Placement (AP) US Government and Politics. Theoretically, the study provides a conceptual framework for penetrating the depth/breadth tension in such courses, which are known for coverage and perhaps ‘rigour’, but lag behind contemporary research on how people learn and what learning is. Methodologically, the paper details a mixed-methods study of an alternative approach to AP coursework, conducted with 314 students across three high schools. First-year findings indicate that a course of semi-repetitive, content-rich project cycles can lead to same or higher scores on the AP exam along with deeper conceptual learning, but that attention is needed to a collateral problem: orienting students to a new kind of coursework.  相似文献   

10.
ABSTRACT

The author examined how characteristics related to individual, family, and school environments contribute to immigrant students’ homework completion. Participants were 192 newcomers in an urban high school designed to serve English language learners. Hierarchical multiple regression analyses were conducted with data compiled from a larger project on role of homework in immigrant adolescents’ academic lives. The author found that students’ homework completion is shaped by (a) gender, engagement in school, homework environment and learning styles; (b) parental homework support and family conflict; and (c) perceived school violence and school homework supports. The effect of perceived school violence on homework completion differed for boys and girls. Boys’ homework completion was more adversely affected by higher perceptions of violence at school than that of girls.  相似文献   

11.
A future shortage of science teachers has been predicted, and since women are presently underrepresented in the sciences, they are a good potential source for future science teachers. Unfortunately women appear to become less interested in science as they continue in school. Because the classroom psychosocial environment has been shown to be related to learning outcomes, it may contribute to women's lack of interest in sciences. This study compared the classroom environments perceived by fourth grade, seventh grade and high school boys and girls in classes taught by males and females to determine if any perceptual differences existed. The three, two factor MANOVAS (teacher gender by student gender) showed no differences for fourth grade students, one for seventh grade students and three for high school students. The seventh grade boys and girls perceived classes taught by females as having more friction than classes taught by males and high school boys and girls perceived classes taught by females as being more difficult than classes taught by males. Further, for the high school students it appears that classes are perceived more favorably when the opposite genders are combined. These perceptual differences combined with role modeling may contribute to the lack of women in science. More research is necessary to determine causal relationships.  相似文献   

12.
Although high‐stakes tests play an increasing role in students’ schooling experiences, scholars have not examined these tests as sites for socialisation. Drawing on qualitative data collected at an American urban primary school, this study explores what educators teach students about motivation and effort through high‐stakes testing, how students interpret and internalise these messages, and how student hierarchies develop as a result. I found that teachers located boys’ failure in their poor behavior and attitudes, while arguing that girls simply needed more self‐esteem to pass the test. Most boys accepted their teachers’ diagnosis of the problem. However, the boys who felt that they were already ‘doing their best’ and ‘working hard’ began to doubt that educational success is a function of merit and effort. I conclude that students learn about much more than the three Rs through their experiences with high‐stakes testing, and argue that future research should attend to the social dimensions of these experiences.  相似文献   

13.
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.  相似文献   

14.
This paper exploits idiosyncratic variations in school cohorts’ gender composition to investigate the short and long-term effects of school peers’ gender. Using French administrative data over the 2008–2012 period, it shows that the proportion of female peers’ in middle school not only affects students’ contemporaneous performance but also influences their subsequent educational attainment. More specifically, a larger share of girls among school peers increases girls’ test scores, reduces their dropout rates and increases their probability to graduate from high school several years later, especially in the scientific track. By contrast, it increases boys’ probability to attend a vocational school and decreases their high school graduation rate. I find suggestive evidence that these effects partially operate through a negative effect of opposite-gender peers on students’ school behaviour and through an adjustment of teacher behaviour based on the gender composition of the classroom.  相似文献   

15.
This paper examines the gender gap at GCSE in eight contrasting English secondary schools, and discusses the reality and rhetoric of classroom interactions, focusing on the views of teaching staff, the perspectives of Year 11 students, and observations of teacher-student interactions in the classroom. In an earlier paper (British Journal of Sociology of Education, 17 (3)), the authors examined the extent to which there was less positive teacher-support for the learning of boys than for the learning of girls, and this issue is reviewed in differing school contexts. Research in this broader context suggests that most teachers believe that they give equal treatment to girls and to boys, particularly in support of their learning, but focus group interviews with students and classroom observation suggest that this is rarely achieved; in most schools, boys appear to dominate certain classroom interactions, while girls participate more in teacher-student interactions which support learning. If the underachievement of some boys is to be addressed successfully, these patterns of interaction need to be challenged, to enable boys to begin to develop the very learning strategies which many girls employ effectively to enable them to learn.  相似文献   

16.
This paper shows that high school math and science teacher gender affects student interest and self-efficacy in STEM. However, such effects become insignificant once teacher behaviors and attitudes are taken into account, thus pointing towards an omitted variables bias. Teacher beliefs about male and female ability in math and science – as well as how teachers treat boys and girls in the classroom – matter more than teacher's own gender. The student fixed effects estimates also highlight that creating a positive learning environment and making math and science interesting are pivotal in engaging students in these subjects.  相似文献   

17.

In response to the leaky STEM pipeline, particularly for girls, many schools have introduced integrated STEM (iSTEM) programs to enable students to solve problems using skills from each STEM area and hopefully enhance their interest in continuing with STEM subjects in senior-high school and university. We investigated whether gender differences in students’ perceptions of classroom emotional climate and attitudes to STEM depend on whether students are undertaking iSTEM projects as part of a multidisciplinary curriculum (S, T, E and M) or unidisciplinary curriculum (S, T, E or M) and also whether they attend a government or nongovernment coeducational school. The sample consisted of 256 students in 24 coeducational grade 7–9 classes in 8 government schools and 157 students in 12 coeducational grade 7–10 classes in 6 nongovernment schools. Whereas boys were significantly more positive than girls in perceptions of clarity, motivation, consolidation and attitudes to iSTEM in coeducational government schools, there were no significant gender differences in coeducational nongovernment schools. Students of both genders in government schools were significantly more positive about all aspects of classroom emotional climate and attitudes than students of both genders in nongovernment schools, even after controlling for socioeconomic status. Also, females were slightly more positive about classroom emotional climate and in their attitudes in multidisciplinary STEM classes in government schools. This study suggests that multidisciplinary STEM classes could motivate girls to pursue STEM subjects in senior-high school and at university.

  相似文献   

18.
This mixed-methods research study offers insights and explanations into gender imbalance in the college readiness program, Advancement Via Individual Determination (AVID). Over 200 schools that have been implementing AVID for more than 4 years across the United States participated in this study. Three years of archived historical data pertaining to school demographic information and AVID certification information was accessed and analyzed to examine recruitment and retention of male and female students over time, as well as student enrollment in rigorous curriculum. Our research indicated that at the high school level, gender disparity became most apparent in the 11th and 12th grades. Results indicated that schools that struggled to recruit and retain boys continued to enroll AVID students, both boys and girls, into rigorous advanced placement curriculum at comparable rates as schools that did not struggle to recruit and retain boys in the program. This indicates that once in AVID, boys and girls are provided equal access to rigor; however, recruiting and retaining boys in AVID continues to be a challenge for AVID schools. Research participants indicated that academic identity, peer and family support, leadership and mentoring opportunities and male role models influence male participation in AVID.  相似文献   

19.
This article focuses on the inequalities experienced particularly by girls who attend co-educational secondary schools where specific male sports dominate school life. The research was undertaken in the Republic of Ireland in three schools known for the participation and success of boys’ teams in Gaelic football, hurling and rugby. Through a Bourdieusian account of ‘masculine domination’, this article examines how girls (and some boys) attending these schools have experienced inequalities in obtaining recognition in sport, and discrimination in accessing male-orientated sports, as well as unequal opportunities, resources and support. School management, teachers and students (both male and female) will be shown to often protect this male preserve by strategies that maintain the exclusion of girls through the normalisation of gender binaries. The article will also show how girls reflect upon their experiences and attempt to mobilise change.  相似文献   

20.
Inclusive STEM high schools (ISHSs) can be viewed as opportunity structures for students underrepresented in STEM. By opportunity structures, we mean an education that provides not only access to high quality STEM curriculum and instruction or “opportunity to learn,” but also the capacity to create learning environments where students can build STEM social capital and the dispositions, knowledge, skills, and networks to be successful in STEM college majors and careers. This is a cross‐case analysis of case studies that describe the design and implementation of eight “exemplar” ISHSs. Beginning with 10 hypothesized critical components, we found evidence for all 10, but present in unique patterns of prominence, depending on the school context. Further inductive analysis located an additional four emergent critical components that complete the picture of how these successful ISHSs were able to achieve their goals. Importantly, across schools, four components stood out as foundational: a flexible and autonomous administrative structure; a college‐preparatory, STEM‐focused curriculum for all; well‐prepared STEM teachers and professionalized teaching staffs; and supports for students in underrepresented groups. Although many of the critical components found in the ISHSs are also found in the school reform literature, these schools also had characteristics unique to STEM education. This paper is important in understanding STEM high schools as opportunity structures and as a school reform alternative that can help solve equity and social mobility gaps in STEM.  相似文献   

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