The Effects Of Teacher Gender On Mathematics Achievement Of First Grade Students
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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.
The Effects Of Teachers Gender Stereotypical Expectations On The Development Of The Math Gender Gap
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Author : Joseph P. Robinson
language : en
Publisher:
Release Date : 2011
The Effects Of Teachers Gender Stereotypical Expectations On The Development Of The Math Gender Gap written by Joseph P. Robinson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
Scholars have identified mathematics gender gaps favoring males as early as kindergarten or first grade, particularly at the top of the achievement distribution (Penner & Paret, 2008; Rathbun, West & Germino-Hausken, 2004; Robinson & Lubienski, 2011). These relatively small achievement disparities precede larger differences in students' career choices. For example, men recently earned 82% of engineering bachelor's degrees, while women earned only 18% (Dey & Hill, 2007). Women's under-representation in math-related careers both limits the pool of talented people contributing to those fields and leaves disproportionate numbers of women in lower-paying occupations. In examining the possible origins of these early math gender gaps, previous researchers looked inside mathematics classrooms and found that teachers tended to hold higher expectations of their male students and to view mathematics as a male domain (Li, 1999). Yet, in contrast to this previous work, recent, large-scale studies suggest that teachers actually rate the performance of girls more favorably than the performance of males (e.g., Fryer & Levitt, 2010; Robinson & Lubienski, 2011). Given gender disparities in mathematics-related careers, the new findings seem to be promising news if teachers' positive assessments help level the playing field for future generations of women in STEM careers. However, these initial estimates of teachers' female bias may be misleading, confounding achievement with behavior and learning approaches. Indeed, prior research has revealed that girls tend to exhibit more on-task behavior and positive approaches to learning behavior in schools (Forgasz & Leder, 2001; Ready, LoGerfo, Lee & Burkam, 2005). Hence, teachers might conflate "good girl" behavior with mathematics proficiency. This study untangles these issues, examining whether teachers in a national sample rate boys' math proficiency higher than that of girls when boys and girls behave similarly, have similar approaches to learning, and have the same past and current test scores. This study also examines whether teachers' tendency to rate boys or girls higher is causally linked to the widening gender gap in mathematics in early elementary school. In prior research, mathematics achievement gaps favoring males were found to widen during early elementary school; however, teachers tended to rate girls' mathematics proficiency higher than that of boys with similar mathematics test scores (Robinson & Lubienski, 2011). This research builds upon this prior work by examining the following two research questions: (1) Do teachers still rate the mathematics proficiency of girls higher when boys and girls are equated in terms of demographics, prior achievement, behavior, and teacher-reported approaches to learning? (Study 1); and (2) If teachers do have a tendency to rate observationally-similar boys and girls differently, do these differential ratings have an effect on the development of the mathematics gender gap in elementary school (Study 2)? This research uses the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), which is nationally representative of the kindergarten class of 1998-99 when the NCES-provided sampling weights are used. As Robinson and Lubienski (2011) demonstrated, the math gender gap develops early--in the first few years of formal schooling, growing from nonexistent in the fall of kindergarten to a male advantage of about 0.25 standard deviations by third grade. Study 1 demonstrates that teachers rate the math skills of girls lower than those of observationally similar boys. That is, conditioning on math achievement histories, behavior, approaches to learning, race, age, SES, and even looking at boys and girls with the same teachers, girls' skills are rated to be more than one-tenth of a standard deviation lower than boys. This pattern is consistent throughout elementary school. Lamentably, even when conditioning on "current" math achievement, girls are still rated lower (as shown in Figure 1). There is no evidence of similar ratings disadvantage for black or Hispanic students; and there is no evidence that girls are rated higher in reading. Thus, this teacher underrating phenomenon is unique to girls and math performance. Study 2 demonstrates that girls lose ground in math to boys in every period examined (from the spring of kindergarten through fifth grade), consistent with recent studies (Fryer & Levitt, 2010; Robinson & Lubienski, 2011). However, when the authors account for the effects of teachers' expectancies, they find that girls lose far less ground. Their analyses tested the instruments used (i.e., they tested if prior teacher ratings were correlated with conditional achievement gains in a way other than through teacher ratings), and they found no evidence to suggest they were invalid. Overall, the results suggest if teachers did not believe that boys had higher math proficiency than similar girls, then girls would lose about 40-75% less ground in math achievement in each period examined. Raising awareness of--and hopefully, reducing--the tendency for teachers to rate males higher in math may thus go a long way to close the gender achievement gap in math. (Contains 4 figures, 2 tables and 2 footnotes.
Teacher Effectiveness
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Author : Marjorie Powell
language : en
Publisher: Routledge
Release Date : 2018-06-13
Teacher Effectiveness written by Marjorie Powell and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-06-13 with Education categories.
Originally published in 1984, the field of research on teaching had expanded dramatically in the 15 years covered by this bibliography, 1965 to 1980. The expansion had included studies conducted for many purposes. This bibliography contains relevant citations to the research which has been conducted for the purposes of increasing our understanding of the science, art and craft of teaching. The existence of research publications has been documented with relevant reference information and brief annotations; there has been no attempt to evaluate the quality of the studies. A brief perusal of the bibliography provides an indication of the range of topics addressed by these studies and also of the variety of studies within a single topic.
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.
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.
Effects Of Teacher Practices On Mathematics Achievement Gain Of First Grade Children Of Different Racial Ethnic Backgrounds
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Author : Anna Emilia Bargagliotti
language : en
Publisher:
Release Date : 2007
Effects Of Teacher Practices On Mathematics Achievement Gain Of First Grade Children Of Different Racial Ethnic Backgrounds written by Anna Emilia Bargagliotti and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with categories.
A Study Of The Effects Of Teaching Mathematical Concepts With Games And Activities On The Mathematical Achievement And Attitudes Toward School Of First Grade Students
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Author : Sandra King
language : en
Publisher:
Release Date : 1978
A Study Of The Effects Of Teaching Mathematical Concepts With Games And Activities On The Mathematical Achievement And Attitudes Toward School Of First Grade Students written by Sandra King and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1978 with Mathematics categories.
The Effects Of Gender Based Education On Mathematics Achievement On Second Grade Students
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Author : Tamara Barlow
language : en
Publisher:
Release Date : 2010
The Effects Of Gender Based Education On Mathematics Achievement On Second Grade Students written by Tamara Barlow and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Mathematics categories.
Journal For Research In Mathematics Education
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Author :
language : en
Publisher:
Release Date : 1980
Journal For Research In Mathematics Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1980 with Mathematics 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.
