Teacher Gender And Student Performance In Mathematics Evidence From Catalonia
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Teacher Gender And Student Performance In Mathematics Evidence From Catalonia
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Author : Josep Oriol Escardibul Ferrá
language : en
Publisher:
Release Date : 2013
Teacher Gender And Student Performance In Mathematics Evidence From Catalonia written by Josep Oriol Escardibul Ferrá and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with categories.
This paper analyses the impact of teacher gender towards students' test results in a blinded Math test administered to students in Catalonia (Spain). The data for this analysis are drawn from a sample of secondary school students who participated in an international blind-test known as the “Mathematical Kangaroo” in 2008. The estimation considers a two-stage procedure since participation on the test leads to the presence of sample selection. Results show a correlation between female teacher gender and student results. Moreover, students with female teachers have a higher probability of participating in the “Kangaroo” test (in this case, the effect being more marked among male students).
Teacher Gender And Student Achievement In Mathematics
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Author : Donald P. Warwick
language : en
Publisher:
Release Date : 1992
Teacher Gender And Student Achievement In Mathematics written by Donald P. Warwick and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1992 with Academic achievement categories.
The Effect Of Teacher Gender On Student Achievement In Primary School
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Author : Heather Antecol
language : en
Publisher:
Release Date : 2012
The Effect Of Teacher Gender On Student Achievement In Primary School written by Heather Antecol and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
Teachers And The Gender Gaps In Student Achievement
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Author : Thomas Sean Dee
language : en
Publisher:
Release Date : 2005
Teachers And The Gender Gaps In Student Achievement written by Thomas Sean Dee and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Academic achievement categories.
"In the United States, girls outperform boys in measures of reading achievement while generally underperforming in science and mathematics. One major class of explanations for these gaps involves the gender-based interactions between students and teachers (e.g., role-model and Pygmalion effects). However, the evidence on whether these interactions actually matter is limited and contradictory. In this study, I present new empirical evidence on whether assignment to a same-gender teacher influences student achievement, teacher perceptions of student performance, and student engagement. This study's identification strategy exploits a unique "matched pairs" feature of a major longitudinal survey. Within-student comparisons based on these data indicate that assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance and student engagement with the teacher's subject. For example, assignment to a female science teacher increases the likelihood that a girl views science as useful for her future. However, because the middle-school teachers in most academic subjects are female, these results also suggest that the gender dynamics between teachers and students at this level amplify boys' large underperformance in reading while attenuating the more modest underperformance of girls in math and science"--National Bureau of Economic Research web site.
The Effects Of Teacher Gender On Mathematics Achievement Of First Grade Students
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Author : Werner Joseph Barnett
language : en
Publisher:
Release Date : 1979
The Effects Of Teacher Gender On Mathematics Achievement Of First Grade Students written by Werner Joseph Barnett and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1979 with Mathematics categories.
Purpose of the Study The purpose of the study was to determine whether there were significant statistical differences in achievement between first-grade students taught mathematics by male teachers as compared to first-grade students taught mathematics by female teachers. A substantive hypothesis was formed, which stated: "This writer hypothesizes that mean-gain scores are independent of teacher gender." Two null hypotheses were formed and tested: (1) Acquisition of mathematics concepts by first-grade students will not be affected significantly by teacher gender as measured by the SRA Assessment Series; and (2) Acquisition of mathematics computation knowledge by first-grade students will not be affected significantly by teacher gender as measured by the SRA Assessment Series. Six subhypotheses were formed for each null hypothesis. The sub-hypotheses dealt with all possible combinations of teacher-student groupings. Procedures A total of 206 first-grade students participated in the study. Four male first-grade teachers were found. Six female first-grade teachers were matched with the male first-grade teachers. A pre-test was administered to the students in October and early November. A posttest was administered to the same students in May. Differences in the results of these two tests were computed as mean-gain scores. The null hypotheses were tested by analysis of covariance. The sub-hypotheses had all possible t-tests applied to them. Findings The findings of this study indicated the need to reject null hypothesis number one and number two. The effect of teacher gender was statistically significant for these null hypotheses. Students taught by male teachers had significantly higher mean-gain scores than students taught by female teachers. The gender of the student was not significant. Five of the twelve sub-hypotheses also had to be rejected due to the effects of teacher gender. Recommendations In view of the findings of this study, the writer offers the follow ing recommendations to schools of teacher education, public schools, and other groups concerned with having a balance of male and female teachers throughout the range of grade levels and subject matter: 1. Dropping the barriers that may prevent either gender from teaching at any grade or subject area. 2. Exercising strict control over such variables as quality of teachers, enthusiasm for teaching, and views on testing needs and procedure, before attempting a study of the influence of teacher gender. 3. Researching further in other areas of the curriculum to see if there are differences due to teacher gender in these other areas. 4. Conducting needed long-range studies of the effect of teacher gender on primary-grade students. 5. Using a large population of subjects to do research in the area of both social and academic influence exerted by teacher gender. 6. Conducting studies of the effects of items on the survey to determine the importance of each as it relates to mathematics achievement.
Gender And Mathematics
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Author : Leone Burton
language : en
Publisher: Burns & Oates
Release Date : 1990
Gender And Mathematics written by Leone Burton and has been published by Burns & Oates this book supported file pdf, txt, epub, kindle and other format this book has been release on 1990 with Mathematics categories.
Papers presented at a symposium held during the Sixth International Congress on Mathematics Education, Budapest, Hungary, in 1988.
The Relationship Between Gender Of The Teacher And Performance Of High School Mathematics Students
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Author : Valerie Denise Piehl
language : en
Publisher:
Release Date : 1998
The Relationship Between Gender Of The Teacher And Performance Of High School Mathematics Students written by Valerie Denise Piehl and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998 with Mathematics categories.
The Gender Gap In Mathematics Achievement
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Author : Maria L. Di Tommaso
language : en
Publisher:
Release Date : 2016
The Gender Gap In Mathematics Achievement written by Maria L. Di Tommaso and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with categories.
Gender differences in the STEM (Science Technology Engineering and Mathematics) disciplines are widespread in most OECD countries and mathematics is the only subject where typically girls tend to underperform with respect to boys. This paper describes the gender gap in math test scores in Italy, which is one of the countries displaying the largest differential between boys and girls according to the Programme for International Student Assessment (PISA), we use data from an Italian national level learning assessment, involving children in selected grades from second to tenth. We first analyse the magnitude of the gender gap using OLS regression and school fixed-effect models for each grade separately.Our results show that girls systematically underperform boys, even after controlling for an array of individual and family background characteristics, and that the average gap increases with children's age. We then study the gender gap throughout the test scores distribution, using quantile regression and metric-free methods, and find that the differential is small at the lowest percentiles of the grade distribution, but large among top performing children. Finally, we estimate dynamic models relating math performance at two consecutive assessments. Lacking longitudinal data, we use a pseudo panel technique and find that girls' average test scores are consistently lower than those of boys at all school years, even conditional on previous scores.
The Gender Gap In Mathematics
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Author : Prashant Bharadwaj
language : en
Publisher:
Release Date : 2015
The Gender Gap In Mathematics written by Prashant Bharadwaj and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with categories.
Using a large administrative data set from Chile, we find that, on average, boys perform better than girls in mathematics. In this paper, we document several features of their relative performance. First, we note that the gender gap appears to increase with age (it doubles between fourth grade and eighth grade). Second, we test whether commonly proposed explanations such as parental background and investment in the child, unobserved ability, and classroom environment (including teacher gender) help explain a substantial portion of the gap. While none of these explanations help in explaining a large portion of the gender gap, we show that boys and girls differ significantly in perceptions about their own ability in math. Conditional on math scores, girls are much more likely to state that they dislike math, or find math difficult, compared to boys. We highlight differences in self-assessed ability as areas for future research that might lead to a better understanding of the gender gap in math.
School Variability And Associated Factors In Within School Gender Differences In Mathematics Performance
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Author : Jung-eun Ellie Yun
language : en
Publisher:
Release Date : 2019
School Variability And Associated Factors In Within School Gender Differences In Mathematics Performance written by Jung-eun Ellie Yun and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with categories.
Over the past few decades, education researchers have repeatedly found that male students outperform their female peers on standardized mathematics tests. The attention has turned to factors associated with this phenomenon, with student characteristics and social contexts being a prime focus. Less studied, however, is variability in the magnitude of gender differences in mathematics performance across schools and the impact that school environments might play in this gender difference. The current study seeks to: a) investigate whether differential gender performance exists in a large-scale mathematics assessment and to what extent gender differences vary across schools and b) identify school factors associated with school variability in the size of gender differences in mathematics performance. The current study uses data from the Trends in International Mathematics and Science Study (TIMSS) collected in 2015 from 8th graders and high performing 12th graders in the US. Hierarchical Linear Modeling (HLM) is the main statistical analysis framework for the study. In particular, this study uses a two-level HLM models with students as the level I model unit and schools or teachers as the level II model unit. The results indicate that for students in both 8th and 12th grades, males perform better than females. There was also substantial variability between schools in the size of the gender difference in mathematics performance. School-level HLM analyses indicate several predictors are associated with the within-school gender gap, such as the presence of a mathematics resource shortage, communication among teachers, teacher confidence, and teacher support of student participation. For high performing12th graders, whether teachers felt their school was safe and orderly was associated with the within-school gender gap in mathematics performance. Further analyses using a teacher-level HLM demonstrate that female teachers and teachers under age 30 are more likely to have classes with a wider gender gap in mathematics performance. In addition, and consistent with results from the school-level HLM, teachers who support student participation are more likely to have classes with a smaller gender gap in mathematics performance. Altogether, this study shows the complexity of the within-school gender gap in mathematics performance and suggests the need for future studies.
