Let the Data Speak: Gender Differences in Math Curriculum–Based Measurement

2016 ◽  
Vol 35 (6) ◽  
pp. 568-580 ◽  
Author(s):  
Jamie L. Yarbrough ◽  
Laura Cannon ◽  
Shawn Bergman ◽  
Pamela Kidder-Ashley ◽  
Sara McCane-Bowling
Keyword(s):  
Gender Differences ◽  
Repeated Measures ◽  
Grade Level ◽  
Special Education Students ◽  
Curriculum Based Measurement ◽  
Education Students ◽  
Math Curriculum ◽  
Eighth Grade Students ◽  
Males And Females ◽  
And Mathematics

Numerous studies have identified differences between males and females in academic performance across the areas of reading, writing, and mathematics. The current study examined whether or not gender differences exist when math curriculum–based measures (M-CBMs) are used to assess basic math computation skills in a sample of third- through eighth-grade students. Participants included 1,626 general and special education students from five schools in a rural southeastern school district. Two-way repeated measures ANOVAs were used to determine significance across genders at each grade level. Statistically significant differences in favor of females were found in Grades 5, 7, and 8. The discussion highlights applied and theoretical implications of these findings.

scholarly journals Gender Differences in Stress Perception among Special Education Students

2019 ◽  
Vol 11 (14) ◽  
pp. 115
Author(s):  
Michael Eskay ◽  
Florence Ijeoma Arumede ◽  
Annastasia Uchenna Eneh ◽  
Jane Ogoma Aja
Keyword(s):  
Gender Differences ◽  
Special Education ◽  
Null Hypothesis ◽  
Research Question ◽  
Research Data ◽  
Special Education Students ◽  
Education Students ◽  
Stress Perception ◽  
Educational Stakeholders ◽  
Descriptive Survey

This study examined gender differences in stress perception among special education students in South-East Nigerian Universities. One research question and a null hypothesis guided the study. The study design was a descriptive survey. The study sampled 800 students enrolled in special education. The instrument for collection of data was a questionnaire which measures the perception of stress in students.  The research data were analyzed using mean, standard deviation and t-test. The finding of the study revealed that there was no significant between male and female academic stress. For affected students of special education to be stress-free, the collaboration of special education experts and educational stakeholders is necessary for assisting such students.

scholarly journals Gender Differences in Learning Burnout among Special Education Students

2019 ◽  
Vol 11 (14) ◽  
pp. 119
Author(s):  
Florence Ijeoma Arumede ◽  
Michael Eskay ◽  
Annastasia Uchenna Eneh ◽  
Jane Ogoma Aja
Keyword(s):  
Gender Differences ◽  
Special Education ◽  
Null Hypothesis ◽  
Research Question ◽  
Research Data ◽  
Special Education Students ◽  
Education Students ◽  
Significant Difference ◽  
The Mean ◽  
Descriptive Survey

This study examined gender differences in learning burnout among special education students. A research question and a null hypothesis were formulated to guide the research. A descriptive survey was employed. The study sample consisted of 700 special education students. Academic Burnout Questionnaire (ABQ) was employed for data collection. The research data were analyzed using mean, standard deviation and t-test. The finding of the study revealed that there is no significant difference between the mean ratings of male and female special education students in learning burnout. Government at all level within the study area and beyond are urged to make conducive learning environment for University students including those in special education departments.

Categorical and Programming Changes in Special Education Services

1993 ◽  
Vol 59 (6) ◽  
pp. 547-555 ◽  
Author(s):  
Douglas W. Halgren ◽  
Harvey F. Clarizio
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Grade Level ◽  
Special Education Students ◽  
Special Education Services ◽  
Education Students ◽  
Parent Survey ◽  
Rates Of Change ◽  
Record Review ◽  
Initial Classification

Special education students (N = 654) were studied to determine what proportion had a categorical or programming change and what factors (child, school, and home) were associated with change. The study included all students with disabilities from preschool through secondary school in a tricounty rural district. Data were gathered through a record review and parent survey. Change was found to be more common than is generally perceived: 38.2% of the students had a classification change (21.9% by termination and 16.3% by reclassification). Rates of change varied significantly among classifications and the student's initial classification, grade level, and comorbidity were significantly predictive of change in classification.

GENDER DIFFERENCES IN WRITTEN EXPRESSION CURRICULUM-BASED MEASUREMENT IN THIRD- THROUGH EIGHTH-GRADE STUDENTS

2013 ◽  
Vol 51 (1) ◽  
pp. 85-96 ◽  
Author(s):  
Jamie Y. Fearrington ◽  
Patricia D. Parker ◽  
Pamela Kidder-Ashley ◽  
Sandra G. Gagnon ◽  
Sara McCane-Bowling ◽  
...  
Keyword(s):  
Gender Differences ◽  
Written Expression ◽  
Eighth Grade ◽  
Curriculum Based Measurement ◽  
Eighth Grade Students

Students with Specific Learning Disabilities: A Review of Categorical Assignments

1986 ◽  
Vol 58 (3) ◽  
pp. 875-878
Author(s):  
James E. Whorton ◽  
Emma D. Pierson ◽  
William V. Plue
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Specific Learning Disabilities ◽  
Special Education Students ◽  
Federal Regulations ◽  
Education Students ◽  
Psychometric Data ◽  
Significant Change ◽  
And Mathematics ◽  
Specific Learning

Psychometric data for 290 special education students with specific learning disabilities were reviewed at reevaluation as required by both state and federal regulations. A significant change in scores for 18% of the subjects led to their reclassification as nonhandicapped. Gains in reading and mathematics for those 52 whose classifications changed were significantly higher than gains of those 238 whose classifications were the same.

Gender Differences in Clothing Worn in Current Popular Comic Books

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Kyle Landon Jossy
Keyword(s):  
Gender Differences ◽  
Content Analysis ◽  
Comic Books ◽  
Book Industry ◽  
Comic Book ◽  
Lower Body ◽  
Female Characters ◽  
Male And Female ◽  
Males And Females

This study looked at how males and females were portrayed, based on the amount of skin shown in the clothing worn.  A Content analysis was performed on a sample of 20 randomly selected popular comics from the last 3 years.  Both male and female characters were rated on how much skin they showed in three clothing categories; neck line, sleeve length, and lower body.  Results showed that in all 3 categories, women consistently wore more revealing clothing.  The findings demonstraetd that the comic book industry is comparable to other forms of media, in the sexualization of female characters, by having them wear more revealing clothing.

Meta-Analysis of Criterion Validity for Curriculum-Based Measurement in Written Language

2016 ◽  
Vol 51 (2) ◽  
pp. 72-82 ◽  
Author(s):  
John Elwood Romig ◽  
William J. Therrien ◽  
John W. Lloyd
Keyword(s):  
Grade Level ◽  
Meta Analysis ◽  
Criterion Validity ◽  
Written Language ◽  
Curriculum Based Measurement ◽  
Inclusion Criteria ◽  
Correct Word

We used meta-analysis to examine the criterion validity of four scoring procedures used in curriculum-based measurement of written language. A total of 22 articles representing 21 studies ( N = 21) met the inclusion criteria. Results indicated that two scoring procedures, correct word sequences and correct minus incorrect sequences, have acceptable criterion validity with commercially developed and state- or locally developed criterion assessments. Results indicated trends for scoring procedures at each grade level. Implications for researchers and practitioners are discussed.

scholarly journals Gender Differences in Academic Efficacy across STEM Fields

2021 ◽  
pp. 073112142110286
Author(s):  
Jennifer Ashlock ◽  
Miodrag Stojnic ◽  
Zeynep Tufekci
Keyword(s):  
Gender Differences ◽  
Gender Gap ◽  
Meaning Making ◽  
Stem Fields ◽  
Data Set ◽  
Science Technology ◽  
Middle Schoolers ◽  
Self Assessments ◽  
Math Grades ◽  
And Mathematics

Cultural processes can reduce self-selection into math and science fields, but it remains unclear how confidence in computer science develops, where women are currently the least represented in STEM (science, technology, engineering, and mathematics). Few studies evaluate both computer skills and self-assessments of skill. In this paper, we evaluate gender differences in efficacy across three STEM fields using a data set of middle schoolers, a particularly consequential period for academic pathways. Even though girls and boys do not significantly differ in terms of math grades and have similar levels of computer skill, the gender gap in computer efficacy is twice as large as the gap for math. We offer support for disaggregation of STEM fields, so the unique meaning making around computing can be addressed.

Sign in / Sign up

Export Citation Format

Share Document