Gender Differences in Mathematical Performance and the School Context: Evidence from Russia

2013 ◽  
Author(s):  
Alexey Bessudnov ◽  
Alexey Makarov
Keyword(s):  
Gender Differences ◽  
School Context ◽  
Mathematical Performance

“That's not how I see it”: female and male perspectives on the academic role

2007 ◽  
Vol 22 (6) ◽  
pp. 497-515 ◽  
Author(s):  
Sue Shaw ◽  
Catherine Cassell
Keyword(s):  
Gender Differences ◽  
Business School ◽  
Design Methodology ◽  
Business Schools ◽  
School Context ◽  
Empirical Work ◽  
Original Data ◽  
Content Type ◽  
Academic Role ◽  
The Uk

PurposeThe purpose of this paper is to provide a piece of empirical work that examines gender differences in how academics make sense of performance within university business schools in the UK.Design/methodology/approachThe research reported draws on data collected using a life history and repertory grid methodology with male and female interviewees from two university business schools.FindingsThe findings are discussed in relation to how academics understand what is valued about their role and what they believe the organisation rewards and values when it comes to promotion. Gender differences are shown to exist in the ways women and men define the academic role and in what they think is important both to themselves and the institution.Originality/valueThe paper presents original data on gender differences within a business school context.

Gender differences in mathematical performance

1988 ◽  
Vol 19 (3) ◽  
pp. 395-401 ◽  
Author(s):  
Cathy W. Hall ◽  
Cynthia Hoff
Keyword(s):  
Gender Differences ◽  
Mathematical Performance

Child Sexual Behaviors in School Context: Age and Gender Differences

2017 ◽  
Vol 26 (2) ◽  
pp. 213-231 ◽  
Author(s):  
Sarah Miragoli ◽  
Elena Camisasca ◽  
Paola Di Blasio
Keyword(s):  
Gender Differences ◽  
Sexual Behaviors ◽  
School Context ◽  
Age And Gender ◽  
Age And Gender Differences ◽  
And Gender

scholarly journals Gender-Based Performance in Mathematical Facts and Calculations in Two Elementary School Samples From Chile and Spain: An Exploratory Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Violeta Pina ◽  
Diana Martella ◽  
Salvador Chacón-Moscoso ◽  
Mahia Saracostti ◽  
Javier Fenollar-Cortés
Keyword(s):  
Gender Differences ◽  
Exploratory Study ◽  
Third Graders ◽  
Female Students ◽  
Male Students ◽  
International Studies ◽  
Mathematical Performance ◽  
Significant Difference ◽  
Calculation Skills ◽  
Gender Based

Gender differences in mathematical performance are not conclusive according to the scientific literature, although such differences are supported by international studies such as the Trends in International Mathematics and Science Study (TIMSS). According to TIMSS 2019, fourth-grade male students outperformed female students in Spanish-speaking countries, among others. This work approaches the study on gender difference by examining the basic calculation skills needed to handle more complex problems. Two international samples of second and third graders from Chile and Spain were selected for this exploratory study. Tests on basic mathematical knowledge (symbolic and non-symbolic magnitude comparisons, fluency, and calculation) were administered. The tests did not show significant difference or size effect between genders for mean performance, variance in the distribution of performance, or percentiles. As noted in the existing literature on this topic and reiterated by these findings, great care should be exercised when reporting on possible gender differences in mathematical performance, as these can contribute to low self-concept among female students.

scholarly journals Diferenças e diversidades na escola: violências vivenciadas por professores e estudantes do ensino médio nas escolas de Vitória - ES/Differences and diversities at school: violences lived by teachers and students of high school in Vitoria – ES

2018 ◽  
Vol 2 (4) ◽  
pp. 763-779
Author(s):  
Gustavo Artur Monzeli ◽  
Elisa Cardoso Kobi
Keyword(s):  
High School ◽  
Gender Differences ◽  
School Context ◽  
Educational Institutions ◽  
Open Questions ◽  
Different Types ◽  
Teachers And Students ◽  
The Face ◽  
And Gender ◽  
The City

Este texto é um dos resultados de uma pesquisa desenvolvida com escolas de Ensino Médio na cidade de Vitória (ES). Esta proposta de investigação surgiu da necessidade de compreensão das manifestações de preconceito e diferentes tipos de violência que historicamente acontecem em nosso contexto social e, mais especificamente, no contexto de instituições formais de ensino. O objetivo desta pesquisa foi identificar quais são as principais formas de preconceito e violência contra diferenças e diversidades étnicas, sexuais, religiosas, de classe social e de gênero que acontecem dentro do contexto de instituições de ensino médio na cidade de Vitória (ES). Ao aceitarem participar da pesquisa, foram entregues, aos estudantes e professores, questionários com perguntas semiabertas sobre diversos temas que abordavam os preconceitos e violências ocorridas dentro do contexto escolar, sendo sempre informada a participação voluntária e confidencial da pesquisa. Os resultados foram divididos entre a identificação dos professores e estudantes, além de suas vivências em relação às violências no contexto escolar. Diante dos dados apresentados e da discussão, é possível perceber que apesar da escola estar repleta de diversidades em seu contexto e cotidiano, há ainda muitos casos de preconceito, discriminação e outros tipos de violência que ocorrem nesse espaço. É preciso compreender que toda e qualquer ação no contexto escolar é repleta de sentido e está vinculada a distintas concepções de sociedade e de possibilidade de existências. Quando a escola se posiciona ou não no enfrentamento às violências este posicionamento se reflete em concepções mais autoritárias ou democráticas de sociedade. Abstract  This article is one of the results of a research carried out with high schools in the city of Vitória (ES). This research proposal arose from the need to understand the manifestations of prejudice and different types of violence that historically happen in our social context and, more specifically, in the context of formal educational institutions. The aim of this research was to identify the main forms of prejudice and violence against ethnic, sexual, religious, and gender differences and diversities that occur within the context of high school institutions in the city of Vitória (ES). Upon accepting to participate in the research, questionnaires with semi-open questions about various topics that dealt with the prejudices and violence occurring within the school context were given to students and teachers, and the voluntary and confidential participation of the research was always informed. The results were divided between the identification of teachers and students, as well as their experiences regarding violence in the school context. Given the data presented and the discussion, it is possible to perceive that although the school is full of diversity present in its daily context, there are still many cases of prejudice, discrimination and other types of violence occurring in this space. It must be understood that any action in the school context is full of meaning and is linked to different conceptions of society and possibility of existence. When the school is positioned or not in the face of violence, this position is reflected in more authoritarian or democratic conceptions of society.Keywords: Education, Occupational Therapy, Violence.

scholarly journals Validação do questionário Autoconceito Forma 5 numa amostra de crianças e adolescentes portugueses

2016 ◽  
Vol 1 (1) ◽  
pp. 67
Author(s):  
Vítor Alexandre Coelho ◽  
Vanda Sousa ◽  
Marta Marchante ◽  
Ana Maria Romão
Keyword(s):  
Gender Differences ◽  
Children And Adolescents ◽  
Internal Consistency ◽  
School Context ◽  
Factorial Analysis ◽  
Self Concept ◽  
Social Self ◽  
Older Students ◽  
Developmental Effects ◽  
Portuguese Adolescents

 Resumo O objetivo deste estudo foi a confirmação da validade multidimensional do questionário AF-5 com adolescentes portugueses. A amostra é composta por 1619 alunos do 1º ao 3º ciclo (Midade= 11.43; DP = 1.96) e através da análise fatorial confirmatória replicou-se a estrutura encontrada na literatura, sendo o questionário constituído por 28 itens distribuídos por 5 subescalas: Autoconceito Académico, Autoconceito Emocional, Autoconceito Físico, Autoconceito Social e Autoconceito  Familiar. Todas as subescalas apresentam níveis adequados de consistência interna. Relativamente ao género, as raparigas apresentaram resultados superiores no Autoconceito Académico enquanto os rapazes apresentaram resultados superiores no Autoconceito Emocional e Físico. Também foram observados efeitos desenvolvimentistas: com o aumento da escolaridade, o Autoconceito Académico e Físico apresentam níveis mais baixos, enquanto no Autoconceito Emocional os alunos de um nível escolar mais baixos se distinguem dos do nível mais alto. Pode ser concluído que o instrumento se mostra adequado para a avaliação multidimensional junto de crianças e adolescentes em contexto escolar em Portugal.   Palavras-chave: Autoconceito; Análise fatorial confirmatória; Diferenças de género   Abstract The goal of this study was to confirm the multidimensional validity of the Auto-Concepto-Forma 5(AF-5) questionnaire among a sample of Portuguese adolescents. The sample was composed by 1619 4th to 9th graders (Mage= 11.43; SD = 1.96) and the structure found in the literature was replicated through confirmatory factorial analysis, with the questionnaire being composed by 28 items distributed by 5 subscales: Academic Self-concept, Social Self-concept, Emotional Self-concept, Physical Self-concept and Family Self-concept. All subscales present adequate levels of internal consistency. Concerning gender, girls presented higher levels of Academic Self-Concept while boys presented higher levels of Emotional and Physical Self-concept. Developmental effects were also observed: with the increase of school grades there is a decrease in Academic and Physical Self-concept, while in Emotional Self-concept younger students can be distinguished from older students. It may be concluded that the instrument has shown to be adequate for the multidimensional assessment of children and adolescents in the school context in Portugal.   Keywords: Self-concept; Confirmatory factorial analysis; Gender differences 

scholarly journals RELATIONSHIP BETWEEN LEARNING STYLES GRAMMAR STUDENTS AND SCHOOL ACHIEVEMENT/ПОВЕЗАНОСТ СТИЛОВА УЧЕЊА УЧЕНИКА ГИМНАЗИЈЕ СА ШКОЛСКИМ УСПЕХОМ

TEME ◽  
2017 ◽  
pp. 1223
Author(s):  
Stanislava Olić ◽  
Jasna Adamov
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Experiential Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
School Achievement ◽  
School Context ◽  
Logical Structure ◽  
Experiential Learning Theory

The research focuses on identifying learning styles of students using Experiential Learning Theory. Тhe paper explores the connection between the preferred learning styles of students with academic achievement аnd gender differences. The findings indicate that assimilating learning style most preferred by students. Furthermore, the study shows that there are significant differences in learning styles of students in terms of gender differences of students. The results suggest that within the school context in Serbia such teaching strategies are applied that encourage the development of the assimilating style – lectures through which a number of information systematized in a logical structure are transferred to students. Also, most of the students who have excellent school achievements actually prefer the assimilating learning style. This finding can be explained by the assumption that students develop their own learning styles in accordance with teachers' expectations.

scholarly journals Impact of Active Breaks in the Classroom on Mathematical Performance and Attention in Elementary School Children

Healthcare ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 1689
Author(s):  
Giovanni Fiorilli ◽  
Andrea Buonsenso ◽  
Giulia Di Martino ◽  
Claudia Crova ◽  
Marco Centorbi ◽  
...  
Keyword(s):  
Physical Activity ◽  
School Context ◽  
Control Group ◽  
Factorial Anova ◽  
Mathematical Performance ◽  
Acute Responses ◽  
School Day ◽  
Math Test ◽  
And Control ◽  
Active Breaks

Background: The increasing need to face the problem of sedentarism, especially in the COVID-19 era, induced teachers and researchers to find new intervention methodologies in school context. Active breaks (ABs) include brief periods of physical activity as a part of the curriculum. This study aimed to investigate the AB acute responses on attentive skills and mathematical performance and attention in a primary school. Methods: A total of 141 children (aged 9.61 ± 0.82), divided into six classes, participated in this study. Each class was randomly assigned to three groups on the basis of the type of protocol performed during the three ABs scheduled in a school day: fitness (FIT), creativity (CREAT), and control group (CON). At baseline and at the end of interventions, all participants underwent the Stroop Color and Word test (SCWT) and the math test (MATH) to assess the level of attention and mathematical performance, respectively. The degree of enjoyment was evaluated through the modified Physical Activity Enjoyment Scale. Results: The factorial ANOVA showed significant differences between the FIT and CON in MATH test (p = 0.023) and SCWT (p = 0.034). CREAT and FIT groups showed higher degree of enjoyment than the CON (both ps < 0.001). Conclusions: This study showed a positive acute impact of AB interventions. FIT positively influenced attentive and math performances more than the CREAT, probably due to the correct work/rest ratio and executive rhythm that allowed children to reach a good level of exertion. This report showed that ABs can be a useful and productive activity to be performed between curricular lessons.

scholarly journals The role of school in shaping gender differences in adolescent life satisfaction: a cross-national study

2020 ◽  
Author(s):  
Jose Marquez
Keyword(s):  
Gender Differences ◽  
Life Satisfaction ◽  
Gender Gap ◽  
School Context ◽  
National Study ◽  
Childhood And Adolescence ◽  
Related Factors ◽  
School Anxiety ◽  
Context Shape ◽  
Cross National Study

In childhood and adolescence, boys tend to report higher life satisfaction (LS) than girls but satisfaction in different life domains is higher among boys in some cases -self, time-use- and higher among girls in others -family and, especially, school, which is the domain where greater gender differences are observed. However, little research has been conducted on how schools and different factors in the school context shape gender differences in adolescents’ LS and how this varies across countries. I investigate this question by conducting a series of statistical analyses using PISA 2015 data on 15-year-old students in 33 countries. Results indicate that girls report lower LS than boys on average in all the countries studied. Moreover, although school is a life domain where experiences which relate to LS tend to be more negative among boys than among girls (mainly via bullying and relationships with teachers), the opposite is observed for a few school-related factors (notably school anxiety). Furthermore, in some countries, the gender gap in LS varies across schools, which suggests that schools may play an important role in influencing students’ LS in different ways for girls and boys. Finally, for all the above, differences across countries are significant.

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