Pub Date : 2017-01-01DOI: 10.1080/23265507.2017.1394798
Nasser Mohamedhoesein
ABSTRACT This study examines the use of technology for interaction by second-year college students in The Netherlands and its relationship with their integration and sense of belonging. The concepts of student integration and sense of belonging, as used in previous studies in The Netherlands, link student's persistence to their social interactions. Our findings reveal that technology use for interactions is positively correlated with students formal and informal peer interactions and with their sense of belonging in the college environment. The findings however, show no disparities between majority and minority students concerning their interactions, sense of belonging or ICT use. The overall results confirm that the use of new technology for communication benefits the interaction of students in college with peers and teachers and therefore it is also an important component for the persistence of minority students in higher education.
{"title":"The use of ICT by second-year college students and its relation with their interaction and sense of belonging","authors":"Nasser Mohamedhoesein","doi":"10.1080/23265507.2017.1394798","DOIUrl":"https://doi.org/10.1080/23265507.2017.1394798","url":null,"abstract":"ABSTRACT This study examines the use of technology for interaction by second-year college students in The Netherlands and its relationship with their integration and sense of belonging. The concepts of student integration and sense of belonging, as used in previous studies in The Netherlands, link student's persistence to their social interactions. Our findings reveal that technology use for interactions is positively correlated with students formal and informal peer interactions and with their sense of belonging in the college environment. The findings however, show no disparities between majority and minority students concerning their interactions, sense of belonging or ICT use. The overall results confirm that the use of new technology for communication benefits the interaction of students in college with peers and teachers and therefore it is also an important component for the persistence of minority students in higher education.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2017.1394798","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44679887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.1080/23265507.2017.1395290
M. Peters, P. Jandrić
ABSTRACT Dewey was perhaps the foremost theorist and advocate of participatory democracy as an ethical ideal based on a belief and faith in human experience as a general theory of education that would generate the requisite aims and methods for what he called ‘organized intelligence’ and what we might call today ‘collective intelligence’ – that is, as he says, ‘faith in democracy is all one with faith in experience and education’. In this paper we revisit Dewey’s Democracy and Education. An introduction to the philosophy of education (1916/2001) in order to evaluate the growth and development of democracy against the decline of social democracy in the West. We identify the three turns which separate democracy of Dewey’s times and democracy of today – the global, the ecological, and the digital turn – and relate them to changing notions of citizenship. We analyse complex interplay between the turns, and show that they cannot be understood and / or analysed in separation. While the identified turns have indeed significantly changed circumstances in which Dewey produced his understanding of democracy, we conclude that his work still carries a lot of value and call for its reinvention in and for the age of digital reason.
{"title":"Dewey’s Democracy and Education in the age of digital reason: the global, ecological and digital turns","authors":"M. Peters, P. Jandrić","doi":"10.1080/23265507.2017.1395290","DOIUrl":"https://doi.org/10.1080/23265507.2017.1395290","url":null,"abstract":"ABSTRACT Dewey was perhaps the foremost theorist and advocate of participatory democracy as an ethical ideal based on a belief and faith in human experience as a general theory of education that would generate the requisite aims and methods for what he called ‘organized intelligence’ and what we might call today ‘collective intelligence’ – that is, as he says, ‘faith in democracy is all one with faith in experience and education’. In this paper we revisit Dewey’s Democracy and Education. An introduction to the philosophy of education (1916/2001) in order to evaluate the growth and development of democracy against the decline of social democracy in the West. We identify the three turns which separate democracy of Dewey’s times and democracy of today – the global, the ecological, and the digital turn – and relate them to changing notions of citizenship. We analyse complex interplay between the turns, and show that they cannot be understood and / or analysed in separation. While the identified turns have indeed significantly changed circumstances in which Dewey produced his understanding of democracy, we conclude that his work still carries a lot of value and call for its reinvention in and for the age of digital reason.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2017.1395290","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41834195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.1080/23265507.2017.1354313
Sashi Sharma
ABSTRACT Despite statistical literacy being relatively new in statistics education research, it needs special attention as attempts are being made to enhance the teaching, learning and assessing of this sub-strand. It is important that teachers and researchers are aware of the challenges of teaching this literacy. In this article, the growing importance of statistics in today’s information world and conceptions and components of statistical literacy are outlined. Frameworks for developing statistical literacy from research literature are considered next. Examples of tasks used in statistics education research are provided to explain the levels of thinking. Strengths and weaknesses of the frameworks are considered. The article concludes with some implications for teaching and research.
{"title":"Definitions and models of statistical literacy: a literature review","authors":"Sashi Sharma","doi":"10.1080/23265507.2017.1354313","DOIUrl":"https://doi.org/10.1080/23265507.2017.1354313","url":null,"abstract":"ABSTRACT Despite statistical literacy being relatively new in statistics education research, it needs special attention as attempts are being made to enhance the teaching, learning and assessing of this sub-strand. It is important that teachers and researchers are aware of the challenges of teaching this literacy. In this article, the growing importance of statistics in today’s information world and conceptions and components of statistical literacy are outlined. Frameworks for developing statistical literacy from research literature are considered next. Examples of tasks used in statistics education research are provided to explain the levels of thinking. Strengths and weaknesses of the frameworks are considered. The article concludes with some implications for teaching and research.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2017.1354313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41663396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.1080/23265507.2017.1394799
J. O’Neill
ABSTRACT The article is derived from a larger study of charities, philanthropists, policy entrepreneurs and international businesses in state schooling in Aotearoa New Zealand. The article considers the formation of a private professional services provider, CORE Education, and its recent corporate trajectory following the government’s decision in 2009 to make all School Support Services provision contestable by private providers. CORE Education is an interesting case of schooling privatization because the organizational structure comprises both a not-for-profit charitable educational trust and a wholly owned, for-profit business. CORE’s activities also illustrate the new network governance modality in schooling. In this modality, both bureaucratic and market forms of schooling services delivery are being displaced by fluid networks of domestic and offshore policy actors who seek strategic and tactical alliances in order to advance their voice and agency in schooling services policy development, delivery and evaluation. The article adopts a critical policy scholarship approach drawing on theories of social network analysis and network policy governance. The article claims that network alliances serve to blur the distinctions between for-profit and not-for-profit activity, between state, NGO and philanthropic actors and, ultimately, between what counts as private and what counts as public in state schooling.
{"title":"Contesting PLD services: the case of CORE Education","authors":"J. O’Neill","doi":"10.1080/23265507.2017.1394799","DOIUrl":"https://doi.org/10.1080/23265507.2017.1394799","url":null,"abstract":"ABSTRACT The article is derived from a larger study of charities, philanthropists, policy entrepreneurs and international businesses in state schooling in Aotearoa New Zealand. The article considers the formation of a private professional services provider, CORE Education, and its recent corporate trajectory following the government’s decision in 2009 to make all School Support Services provision contestable by private providers. CORE Education is an interesting case of schooling privatization because the organizational structure comprises both a not-for-profit charitable educational trust and a wholly owned, for-profit business. CORE’s activities also illustrate the new network governance modality in schooling. In this modality, both bureaucratic and market forms of schooling services delivery are being displaced by fluid networks of domestic and offshore policy actors who seek strategic and tactical alliances in order to advance their voice and agency in schooling services policy development, delivery and evaluation. The article adopts a critical policy scholarship approach drawing on theories of social network analysis and network policy governance. The article claims that network alliances serve to blur the distinctions between for-profit and not-for-profit activity, between state, NGO and philanthropic actors and, ultimately, between what counts as private and what counts as public in state schooling.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2017.1394799","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48117496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.1080/23265507.2017.1339572
L. Göncz
ABSTRACT The current review aims to demonstrate that findings from personality theories can help educational psychology craft a more thorough explanation of the role of teacher personality in the educational process. This topic seemed to have been inadvertently omitted. The following five groups of studies in psychology and related fields (classified based on their research objectives) are critically analysed: studies of teacher typologies, studies of teachers’ desirable and undesirable features, studies of teachers’ professional behaviours and their influence on students, studies of teachers’ professional identity and studies of teacher personality within the framework of personality theories (particularly within the Five-Factor Model of personality). Arguments in support of personality theories, and methodological dilemmas in assessing teachers’ personalities involving data collection and research design are also discussed. The article suggests that those findings on teachers’ personalities acquired in the context of personality theories might currently serve as the best starting point for a more comprehensive psychological theory of teacher personality in educational psychology – particularly when considered alongside current knowledge regarding small social group management and aspects of learning and development theories. Thus, the current review might serve as the basis for a separate field within school psychology focused on the psychological aspects of the pedagogical profession.
{"title":"Teacher personality: a review of psychological research and guidelines for a more comprehensive theory in educational psychology","authors":"L. Göncz","doi":"10.1080/23265507.2017.1339572","DOIUrl":"https://doi.org/10.1080/23265507.2017.1339572","url":null,"abstract":"ABSTRACT The current review aims to demonstrate that findings from personality theories can help educational psychology craft a more thorough explanation of the role of teacher personality in the educational process. This topic seemed to have been inadvertently omitted. The following five groups of studies in psychology and related fields (classified based on their research objectives) are critically analysed: studies of teacher typologies, studies of teachers’ desirable and undesirable features, studies of teachers’ professional behaviours and their influence on students, studies of teachers’ professional identity and studies of teacher personality within the framework of personality theories (particularly within the Five-Factor Model of personality). Arguments in support of personality theories, and methodological dilemmas in assessing teachers’ personalities involving data collection and research design are also discussed. The article suggests that those findings on teachers’ personalities acquired in the context of personality theories might currently serve as the best starting point for a more comprehensive psychological theory of teacher personality in educational psychology – particularly when considered alongside current knowledge regarding small social group management and aspects of learning and development theories. Thus, the current review might serve as the basis for a separate field within school psychology focused on the psychological aspects of the pedagogical profession.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2017.1339572","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42574022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.1080/23265507.2017.1365622
Dustin C. Hellberg
ABSTRACT This article is meant as a useful classroom methodology by which teachers of literature may give their students a coherent rubric for understanding literary meaning and exegesis which can incorporate most literary theories while addressing the basic-to-advanced concepts required of literary students. Also, it will provide a working methodology for the inclusion of certain evolutionary aesthetic concerns as part of understanding literature. Mixing Dante’s ‘Four Levels’ with Rosenblatt’s idea of ‘transactional reading’ and Dissanayake’s four criteria for an evolutionary aesthetic model, this article yields a broad, powerful and common-sensical method of literary analysis by examining literature as a series of tensions (or what I will call ‘the agon’) between Dante’s schema, Rosenblatt’s efferent/aesthetic divide, between humans as natural and cultural beings, and the tension between literature’s textuality and its contextuality.
{"title":"Some new ways of thinking about some old ways of reading: transactional aesthetics, literature and the agon","authors":"Dustin C. Hellberg","doi":"10.1080/23265507.2017.1365622","DOIUrl":"https://doi.org/10.1080/23265507.2017.1365622","url":null,"abstract":"ABSTRACT This article is meant as a useful classroom methodology by which teachers of literature may give their students a coherent rubric for understanding literary meaning and exegesis which can incorporate most literary theories while addressing the basic-to-advanced concepts required of literary students. Also, it will provide a working methodology for the inclusion of certain evolutionary aesthetic concerns as part of understanding literature. Mixing Dante’s ‘Four Levels’ with Rosenblatt’s idea of ‘transactional reading’ and Dissanayake’s four criteria for an evolutionary aesthetic model, this article yields a broad, powerful and common-sensical method of literary analysis by examining literature as a series of tensions (or what I will call ‘the agon’) between Dante’s schema, Rosenblatt’s efferent/aesthetic divide, between humans as natural and cultural beings, and the tension between literature’s textuality and its contextuality.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2017.1365622","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42266069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.1080/23265507.2017.1300862
C. Golding
ABSTRACT In the article, ‘What examiners do: What thesis students should know’, we identified 11 things that thesis examiners do as they read and judge a thesis. But, we left a gap in the research: knowing this, What should thesis students do to write for their examiners? In this article, I fill the gap. The advice for thesis students is: first, treat your examiners as friends who want you to pass, and write calmly without agonising about getting it perfect. Aim to make your thesis reader-friendly, and do a thorough proofread to remove distracting errors. Identify the field(s) you will contribute to, and make your thesis interesting and convincing for examiners from this field. Write a draft, get feedback and use this to improve your thesis. Help your examiners to follow your train of thought: explain what you are doing and why, especially if your thesis differs from what they would expect. Convince your examiners that you have a sound interpretation of the literature, an important topic and an appropriate method, and that your conclusions make a significant, publishable contribution to your field. When you have submitted, expect lots of examiner comments, most of which can help you improve.
{"title":"Advice for writing a thesis (based on what examiners do)","authors":"C. Golding","doi":"10.1080/23265507.2017.1300862","DOIUrl":"https://doi.org/10.1080/23265507.2017.1300862","url":null,"abstract":"ABSTRACT In the article, ‘What examiners do: What thesis students should know’, we identified 11 things that thesis examiners do as they read and judge a thesis. But, we left a gap in the research: knowing this, What should thesis students do to write for their examiners? In this article, I fill the gap. The advice for thesis students is: first, treat your examiners as friends who want you to pass, and write calmly without agonising about getting it perfect. Aim to make your thesis reader-friendly, and do a thorough proofread to remove distracting errors. Identify the field(s) you will contribute to, and make your thesis interesting and convincing for examiners from this field. Write a draft, get feedback and use this to improve your thesis. Help your examiners to follow your train of thought: explain what you are doing and why, especially if your thesis differs from what they would expect. Convince your examiners that you have a sound interpretation of the literature, an important topic and an appropriate method, and that your conclusions make a significant, publishable contribution to your field. When you have submitted, expect lots of examiner comments, most of which can help you improve.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2017.1300862","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48137133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.1080/23265507.2017.1337555
G. Stewart, S. Arndt, Tina Besley, Nesta Devine, Daniella J. Forster, A. Gibbons, E. Grierson, L. Jackson, P. Jandrić, K. Locke, M. Peters, M. Tesar
ABSTRACT This article results from a collaborative investigation into Antipodean theory in education by members of the Editors’ Collective (www.editorscollective.org.nz). The Prologue contains a brief personal account of the South Project (www.southernperspectives.net), as an example of the contemporary projects and activities falling under the banner of ‘Antipodean’ ways of working and thinking. The Introduction briefly reviews the history of (mainly Western) ideas about the Antipodes, from classical Greek philosophy through to the contemporary globalised era. This is followed by a synopsis of the motivations, purposes and benefits of Antipodean theory, with more detailed examinations of equality, indigeneity, replication and creation as some of its central elements. We consider the role of Antipodean thinking as a located critical theory for education, and a way to defend our aspirations for equality and social justice against the incursions of neoliberalism, today and in the future.
{"title":"Antipodean theory for educational research","authors":"G. Stewart, S. Arndt, Tina Besley, Nesta Devine, Daniella J. Forster, A. Gibbons, E. Grierson, L. Jackson, P. Jandrić, K. Locke, M. Peters, M. Tesar","doi":"10.1080/23265507.2017.1337555","DOIUrl":"https://doi.org/10.1080/23265507.2017.1337555","url":null,"abstract":"ABSTRACT This article results from a collaborative investigation into Antipodean theory in education by members of the Editors’ Collective (www.editorscollective.org.nz). The Prologue contains a brief personal account of the South Project (www.southernperspectives.net), as an example of the contemporary projects and activities falling under the banner of ‘Antipodean’ ways of working and thinking. The Introduction briefly reviews the history of (mainly Western) ideas about the Antipodes, from classical Greek philosophy through to the contemporary globalised era. This is followed by a synopsis of the motivations, purposes and benefits of Antipodean theory, with more detailed examinations of equality, indigeneity, replication and creation as some of its central elements. We consider the role of Antipodean thinking as a located critical theory for education, and a way to defend our aspirations for equality and social justice against the incursions of neoliberalism, today and in the future.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2017.1337555","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48619403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.1080/23265507.2017.1300068
M. Attia, J. Edge
ABSTRACT Our purpose in this article is to achieve a shift of focus away from a view of research methods as objectified procedures to be learnt by researchers, and towards the development of researchers who craft procedures integral to the environments in which they operate – environments of which they are also a functioning constituent. A key element in such a perspective is the conceptualisation (and practice) of the relationship between development and reflexivity. Reflexivity involves a process of on-going mutual shaping between researcher and research. Development involves an increase in awareness of such processes of interaction between organism and context. Rather than see development only as a welcome side-effect of reflexive research, we treat development of the researcher as central, with reflexivity in an instrumental relationship to this on-going process. With regard to the pragmatic implementation of these concepts, we emphasise the importance of the researcher consciously stepping back from action in order to theorise what is taking place, and also stepping up to be an active part of that contextualised action. We exemplify the processes involved using research data taken from a doctoral study into the role of technology in the teaching of Arabic. The first section of this article explores the idea of a developmental approach. The second unpacks our sense of reflexivity. The third section exemplifies our discussion through the experiences of a researcher in the field. The concluding section summarises and restates our argument regarding the potential usefulness of adopting a developmental approach to the conduct of research.
{"title":"Be(com)ing a reflexive researcher: a developmental approach to research methodology","authors":"M. Attia, J. Edge","doi":"10.1080/23265507.2017.1300068","DOIUrl":"https://doi.org/10.1080/23265507.2017.1300068","url":null,"abstract":"ABSTRACT Our purpose in this article is to achieve a shift of focus away from a view of research methods as objectified procedures to be learnt by researchers, and towards the development of researchers who craft procedures integral to the environments in which they operate – environments of which they are also a functioning constituent. A key element in such a perspective is the conceptualisation (and practice) of the relationship between development and reflexivity. Reflexivity involves a process of on-going mutual shaping between researcher and research. Development involves an increase in awareness of such processes of interaction between organism and context. Rather than see development only as a welcome side-effect of reflexive research, we treat development of the researcher as central, with reflexivity in an instrumental relationship to this on-going process. With regard to the pragmatic implementation of these concepts, we emphasise the importance of the researcher consciously stepping back from action in order to theorise what is taking place, and also stepping up to be an active part of that contextualised action. We exemplify the processes involved using research data taken from a doctoral study into the role of technology in the teaching of Arabic. The first section of this article explores the idea of a developmental approach. The second unpacks our sense of reflexivity. The third section exemplifies our discussion through the experiences of a researcher in the field. The concluding section summarises and restates our argument regarding the potential usefulness of adopting a developmental approach to the conduct of research.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2017.1300068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43270050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1080/23265507.2015.1127770
Marcus Samuelsson, Joakim Samuelsson
ABSTRACT Gender differences between boys and girls in the perception of the classroom setting, and their relationship to achievement in mathematics and aspects of self-regulated learning skills are the focus for this article. Throughout the component analysis of answers from 6758 Swedish students we found some differences in how boys and girls perceive their classroom setting and some differences in boys’ and girls’ relationship to mathematics. According to the classroom setting, we found that boys feel that they use group work more than the girls do. Boys also feel that they have an influence over the content and are more involved during the lesson than girls. With respect to students’ relations to mathematics we found that boys perceive mathematics to be more important than girls do. One implication for teachers from the study points out how different aspects of a perceived learning environment affect students’, boys’ and girls’, achievement in mathematics.
{"title":"Gender differences in boys’ and girls’ perception of teaching and learning mathematics","authors":"Marcus Samuelsson, Joakim Samuelsson","doi":"10.1080/23265507.2015.1127770","DOIUrl":"https://doi.org/10.1080/23265507.2015.1127770","url":null,"abstract":"ABSTRACT Gender differences between boys and girls in the perception of the classroom setting, and their relationship to achievement in mathematics and aspects of self-regulated learning skills are the focus for this article. Throughout the component analysis of answers from 6758 Swedish students we found some differences in how boys and girls perceive their classroom setting and some differences in boys’ and girls’ relationship to mathematics. According to the classroom setting, we found that boys feel that they use group work more than the girls do. Boys also feel that they have an influence over the content and are more involved during the lesson than girls. With respect to students’ relations to mathematics we found that boys perceive mathematics to be more important than girls do. One implication for teachers from the study points out how different aspects of a perceived learning environment affect students’, boys’ and girls’, achievement in mathematics.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2015.1127770","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：