Adolescents' collaboration in the classroom: Do peer relationships or gender matter?     

Lisa M. Swenson  Jonell Strough 《Psychology in the schools》2008,45(8):715-728

Peer collaboration can be a useful tool in a school classroom to help students perform at their best. With whom should students be paired, though? Previous research yields inconsistent findings regarding whether the benefits of peer collaboration depend on the gender or friendship of collaborators. We paired students with a same‐gender friend or a nonfriend in their classroom to examine whether friendship and specific dimensions of relationship quality were important for understanding adolescent (N = 132 high‐school students) boys' and girls' performance on a scientific reasoning task. Dimensions of relationship quality were related to task performance with greater perceived conflict predicting poorer performance. Girls outperformed boys, but the difference was marginal and nonsignificant after accounting for dimensions of relationship quality. Friends' and nonfriends' performance was similar. Results are informative for educators who use collaboration as an instructional technique and for other professionals who work to support the development of effective reasoning and problem‐solving skills among adolescents. © 2008 Wiley Periodicals, Inc.  相似文献   

Encouraging Reflection through Portfolio Pedagogy in Teacher Education     

Jean Ketter  Jonell Pool 《Teaching Education》2013,24(1)

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Should educators and parents encourage other-gender interactions? Gender segregation and sexism     

Emily Keener  Clare Mehta  JoNell Strough 《Gender and education》2013,25(7):818-833

We investigated gender differences in the association between gender-segregated peer preferences and sexism in adolescents (15–17 years, 60 boys and 85 girls). To assess gender-segregated peer preferences, adolescents nominated peers for interaction in two contexts: ‘hanging out’ at home and working on a school project. The Modern Sexism Scale [Swim, J. K., K. J. Aikin, W. S. Hall, and B. A. Hunter. 1995. “Sexism and Racism: Old-Fashioned and Modern Prejudices.” Journal of Personality and Social Psychology 68 (2): 199–214] measured two dimensions of sexism: Antagonism towards Women's Demands (believing feminist issues are unimportant) and denial of continuing discrimination (believing gender discrimination no longer exists). For boys, Antagonism towards Women's Demands was associated with gender-segregated peer preferences in the school and home context. For girls, Denial of Continuing Discrimination was associated with gender-segregated peer preferences in the home context. Results are informative for educators and for other professionals interested in reducing inequality and sexism among adolescents.  相似文献