Gender Differences in Context: The Impact of Track Position on Study Involvement in Flemish Secondary Education

2017 ◽  
Vol 90 (4) ◽  
pp. 275-295 ◽  
Author(s):  
Mieke Van Houtte
Keyword(s):  
Gender Differences ◽  
Disruptive Behavior ◽  
Gender Gap ◽  
Representative Sample ◽  
Fifth Grade ◽  
Future Perspectives ◽  
Fifth Grade Students ◽  
Academic Tracks ◽  
School Misconduct ◽  
The Impact

This study examines whether the influence of track position on study involvement is gendered and whether gender differences in study involvement according to track position are associated with school misconduct and rather poor future perspectives. Three-level analyses (HLM 6) of data gathered in 2004-2005 from 11,872 third- and fifth-grade students in 146 tracks in a representative sample of 85 secondary schools in Flanders (Belgium) confirmed the impact of tracking on boys’ as well as girls’ study involvement. Boys are, generally, less involved in studying than girls, and boys are more affected by track position than girls are, enlarging the gender gap in the lower tracks. In these tracks, boys are more prone to misconduct and rather poor future perspectives. Finally, girls in arts tracks are, on average, more involved in studying than girls in academic tracks, but because of their higher tendency for disruptive behavior in school, this does not show.

scholarly journals The impact of using the strategy of self-questioning in the achievement of students in the fifth grade in mathematics: أثر استخدام استراتيجية التساؤل الذاتي في تحصيل طلاب الصف الخامس الابتدائي في مادة الرياضيات

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Latif Al-Zakri
Keyword(s):  
Achievement Test ◽  
Experimental Methodology ◽  
Fifth Grade ◽  
Control Group ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of the use of self-questioning in the understanding of fifth grade students in mathematics material. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 42 students from the fifth grade students from Khubayb bin Udai School in Riyadh; equally divided into two groups of 21 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in mathematics material

Men, Women and the Dynamics of Presidential Approval

2004 ◽  
Vol 35 (1) ◽  
pp. 31-51 ◽  
Author(s):  
HAROLD D. CLARKE ◽  
MARIANNE C. STEWART ◽  
MIKE AULT ◽  
EUEL ELLIOTT
Keyword(s):  
Gender Differences ◽  
Gender Gap ◽  
Evaluation Model ◽  
The United States ◽  
Economic Evaluations ◽  
Parameter Estimates ◽  
Presidential Approval ◽  
Presidential Transitions ◽  
Economic Evaluation Model ◽  
The Impact

Although commentary on the ‘gender gap’ is a staple of political discourse in the United States, most analyses of the dynamics of presidential approval have ignored possible gender differences in the forces driving approval ratings of US presidents. This article analyses gender differences in the impact of economic evaluations and political interventions on the dynamics of presidential approval between 1978 and 1997. The analyses are made possible by disaggregating 240 monthly Survey of Consumers datasets gathered over this period. These data show that women's economic evaluations are consistently more pessimistic than men's, regardless of who occupied the Oval Office. Analyses of rival presidential approval models reveal that a national prospective economic evaluation model performs best for women, but a personal prospective model works best for men. Parameter estimates indicate that economic evaluations accounted for substantial proportions of gender differences in presidential approval in the post-Carter era. Men and women also reacted differently to presidential transitions, with approval increasing more among men when Reagan replaced Carter, and more among women when Clinton replaced Bush. The hypothesis that men are more susceptible than women to rally effects induced by domestic and international crises and wars does not receive consistent support.

scholarly journals Course Review Horay (CRH) Learning Model to Improve Mathematical Learning Outcomes of Integers Materials

2020 ◽  
Vol 7 (2) ◽  
pp. 31
Author(s):  
Hery Setiyawan ◽  
Abdillah Abdillah
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Female Students ◽  
Male Students ◽  
Fifth Grade ◽  
Class V ◽  
Fifth Grade Students ◽  
The Impact ◽  
Academic Year

One of the problems in the learning process of class V SD Al-Manar Surabaya in the academic year 2019-2020 integer material is the teacher uses lecture methods that make students quickly bored and passive. The impact is students have difficulty accepting lessons well and learning outcomes are less than KKM. Therefore, to overcome these problems the researchers applied the course review horay (CRH) learning model. CRH can make students more active and not feel bored. In addition, the application of the course review horay learning model can focus students in learning, so students will more easily receive the material well. The purpose of this study is to describe an increase in learning outcomes after applying the course review horay (CRH) learning model of mathematics in integer material in fifth grade students of SD Al-Manar Surabaya. This type of research is a classroom action research that has been carried out in two cycles with an indicator of research success by 75%. The subjects of this study were 28 students in grade V-B SD Al-Manar Surabaya, consisting of 14 male students and 14 female students. The results showed that learning outcomes have increased with the percentage of completeness of the first cycle 64.28% and the second cycle 85.71%. Thus it can be concluded that the course review horay (CRH) learning model can improve mathematics learning outcomes of integer material in fifth grade students of SD Al-Manar Surabaya.

Gender Differences in Fields of Specialization and Placement Outcomes among PhDs in Economics

2021 ◽  
Vol 111 ◽  
pp. 74-79
Author(s):  
Nicole Fortin ◽  
Thomas Lemieux ◽  
Marit Rehavi
Keyword(s):  
Gender Differences ◽  
Gender Gap ◽  
Gender Disparities ◽  
Job Placement ◽  
Assistant Professors ◽  
The Impact

This paper investigates the impact of gender differences in field of specialization on gender disparities in job placement among recent economics PhD candidates. Women are underrepresented as assistant professors, especially at top-50 institutions, and overrepresented in nonresearch positions. Our decomposition results show that our variables account for 28 percent to 67 percent of the gender gap in placement outcomes. Fields of specialization account for the larger share (75 percent to 132 percent) of the explained differences for positions outside of top-50 institutions. For top-50 institutions, the ranking of the PhD institutions accounts for two-thirds of the explained placement differences.

The effects of gender differences on the use of annotatable multimedia e-readers

2015 ◽  
Vol 33 (4) ◽  
pp. 842-860 ◽  
Author(s):  
Yi-Fan Liu ◽  
Wu-Yuin Hwang ◽  
Sherry Chen
Keyword(s):  
Gender Differences ◽  
Design Methodology ◽  
Ease Of Use ◽  
Fifth Grade ◽  
Learning Behaviour ◽  
Learning Achievement ◽  
Content Type ◽  
Text Annotation ◽  
Fifth Grade Students ◽  
Post Test

Purpose – This paper aims to examine how gender differences influence students’ reactions to the use of the annotatable multimedia e-reader (AME). To reach this aim, we develop an AME where various annotation tools are provided to help students learn English in-class and after-class. Design/methodology/approach – An empirical study was conducted with 63 fifth-grade students from an elementary school. A pre-test and post-test were used to identify their prior knowledge and learning achievement, respectively. A questionnaire was applied to identify participants’ perceptions towards the AME. Findings – The results show that students’ post-test scores are significantly related to after-class behaviour, instead of in-class behaviour. Females prefer to use the text annotation and teachers’ voice, but it is voice annotation that is beneficial to improve their learning achievement. Conversely, males prefer to use the text-to-speech only, but it is text annotation that is helpful to improve their learning achievement. Additionally, the ease of use affects males’ intention to use the AME to learn English after-class while it has no effects on females. Originality/value – This study not only shows the importance of gender differences but also demonstrates the essence of after-class learning behaviour. More importantly, a framework is proposed to support designers to develop e-readers that can accommodate the preferences of females and males.

scholarly journals Katalyst Pilot Study: Using Interactive Activities in Anatomy and Physiology to Teach Children the Scientific Foundation of Healthy Lifestyles

Children ◽  
2018 ◽  
Vol 5 (12) ◽  
pp. 162
Author(s):  
Rebecca L. Hagedorn ◽  
Kathryn Baker ◽  
Sara E. DeJarnett ◽  
Tyler Hendricks ◽  
Melissa McGowan ◽  
...  
Keyword(s):  
Pilot Study ◽  
Experiential Learning ◽  
Knowledge Score ◽  
The Body ◽  
Fifth Grade ◽  
Learning Program ◽  
Post Intervention ◽  
Fifth Grade Students ◽  
State Educational ◽  
The Impact

This pilot study evaluated the impact of the Katalyst curriculum, a fifth-grade experiential learning program, on students’ knowledge of a healthy lifestyle’s impact on body functions. Katalyst’s interactive curriculum spans two days and includes four, 60-min stations on body systems: cardiovascular/endocrine, gastrointestinal, neurological, and respiratory/musculoskeletal. Three schools were recruited, and two schools completed the intervention sessions. Prior to beginning the stations, fifth-grade students completed a 37-item questionnaire to assess knowledge and perceptions. Students completed the same survey at the end of the Katalyst intervention. Teachers at the school also completed a survey post intervention to provide feedback on the program. Frequency and paired analyses were conducted on student responses and summative content analysis on teacher and volunteer feedback. The School 1 completer (n = 63) baseline mean knowledge score was 66.2%. The School 2 completer (n = 47) baseline mean knowledge score was 67.3%. Following the Katalyst intervention, both schools showed a statistically significant increase in the mean post score to 70.3% (p = 0.0017) and 78.4%(p < 0.0001) at School 1 (n = 63) and School 2 (n = 47), respectively. Teacher feedback (n = 7) revealed that Katalyst was effective in meeting state educational health standards and teachers perceived that the students benefitted from the program more than “reading about the body systems in a textbook or health magazine”. The Katalyst pilot study appeared to improve fifth-grade students’ knowledge of body systems and health. Katalyst aligned with state educational standards and is supported by teachers for an experiential learning opportunity. The Katalyst curriculum could be a potential avenue for health educators in Appalachia.

The impact of a multi-component physical activity programme in low-income elementary schools

2017 ◽  
Vol 76 (5) ◽  
pp. 517-530 ◽  
Author(s):  
William V Massey ◽  
Megan B Stellino ◽  
Megan Holliday ◽  
Travis Godbersen ◽  
Rachel Rodia ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Low Income ◽  
Training Programme ◽  
Fifth Grade ◽  
Positive Interactions ◽  
Post Intervention ◽  
Beneficial Effects ◽  
Fifth Grade Students ◽  
The Impact

Objective: To identify the effects of a structured and multifaceted physical activity and recess intervention on student and adult behaviour in school. Design: Mixed-methods and community-based participatory approach. Setting: Large, urban, low-income school district in the USA. Methods: Data were collected at three time points over a 1-year period. Sources included recess observations at four elementary schools, in-class behavioural observations of fifth-grade students ( n = 21) and focus groups with fourth- and fifth-grade students ( n = 75). Results: Results suggested an increased amount of positive interactions between adults and students and a decreased amount of conflict in the playground post intervention. Results also suggested that a peer-leadership training programme had beneficial effects on students’ classroom behaviour. Conclusion: Results from this study provide evidence that school recess can be used to teach social–emotional competencies that can impact student behaviour during recess and in the classroom.

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