Gender, teaching style, classroom composition and alienation from learning: an exploratory study

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Pub Date : 2022-11-14 DOI:10.1080/00131881.2022.2143388
Andreas Hadjar, Susanne Backes
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Abstract

ABSTRACT Background Whilst much interest is focused on gender, and classroom-level influences such as and classroom composition and teaching style on achievement, attitudinal outcomes have not received the same attention. This paper focuses on alienation from learning as one sub-dimension of school alienation. School alienation is a relevant issue for all those engaged in supporting students to thrive and have positive outcomes, as it is related to learning and social behaviour, and eventually achievement. Purpose This explorative study considered how classroom gender composition and perceived teaching style affected the development of alienation from learning in primary and secondary schools. Methods A multi-level analysis, based on quantitative longitudinal data gathered in Luxembourg, was undertaken. The database included information gathered during three consecutive waves (2016–2018) from 338 primary school students and 376 secondary school students. Findings Our results indicate that the gender gap in alienation from learning was more pronounced in primary school. A student-centred supportive teaching style (classroom level) decreased alienation from learning in primary school for boys – closing the gender gap; that is to say, it did change the difference in alienation between girls and boys. In secondary school, only individual-level perceived teaching style was associated with alienation if teaching style was simultaneously considered on both individual and classroom level. A high proportion of male students in the classroom seemed to go along with a higher alienation among all students in secondary school. Conclusion This exploratory study indicates that teaching style may be a crucial factor for the attitudes towards school of all students, suggesting that employing student-centred and supportive styles could help to prevent school alienation.
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性别、教学风格、课堂构成与学习异化:一项探索性研究
摘要背景虽然人们对性别和课堂层面的影响(如课堂组成和教学风格对成绩的影响)很感兴趣,但态度结果却没有得到同样的关注。本文将学习异化作为学校异化的一个子维度。学校疏离感是所有致力于支持学生茁壮成长并取得积极成果的人的一个相关问题,因为它与学习和社会行为以及最终的成就有关。目的本研究探讨了中小学课堂性别构成和感知教学风格对学习异化发展的影响。方法根据卢森堡收集的纵向定量数据进行多层次分析。该数据库包括在连续三波(2016-2018)期间从338名小学生和376名中学生中收集的信息。研究结果我们的研究结果表明,在小学阶段,学习疏离感的性别差距更为明显。以学生为中心的支持性教学风格(课堂水平)减少了男孩在小学学习的疏离感,缩小了性别差距;也就是说,它确实改变了女孩和男孩之间的异化差异。在中学,如果同时考虑个人和课堂层面的教学风格,那么只有个人层面的感知教学风格才与异化有关。课堂上男生比例高似乎与所有中学生之间的疏离感更高有关。结论本项探索性研究表明,教学风格可能是影响所有学生对学校态度的关键因素,表明采用以学生为中心的支持性风格有助于防止学校异化。
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来源期刊
Educational Research
Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
2.90%
发文量
0
期刊介绍: Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.
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