scholarly journals Problems of Orthopedically Impaired Students in Relation to their Gender, Achievement and Locality

2013 ◽  
Author(s):  
Samir Kumar Lenka ◽  
Ravi Kant
Keyword(s):  
Orthopedically Impaired ◽  
Gender Achievement

scholarly journals Gender, achievement, and persistence in an undergraduate computer science program

2006 ◽  
Vol 37 (4) ◽  
pp. 42-57 ◽  
Author(s):  
Sandra Katz ◽  
David Allbritton ◽  
John Aronis ◽  
Christine Wilson ◽  
Mary Lou Soffa
Keyword(s):  
Computer Science ◽  
Science Program ◽  
Gender Achievement

Staying with the text: the contribution of gender, achievement orientations, and interest to students’ performance on a literacy task

2008 ◽  
Vol 28 (7) ◽  
pp. 757-776 ◽  
Author(s):  
Jedda Graham ◽  
Ruth Tisher ◽  
Mary Ainley ◽  
Gregor Kennedy
Keyword(s):  
Gender Achievement

scholarly journals Gender achievement gaps: the role of social costs to trying hard in high school

2020 ◽  
Vol 23 (6) ◽  
pp. 1407-1427 ◽  
Author(s):  
Joseph Workman ◽  
Anke Heyder
Keyword(s):  
High School ◽  
Academic Success ◽  
Female Students ◽  
Social Costs ◽  
Male And Female ◽  
Academic Effort ◽  
Social Incentives ◽  
Using Data ◽  
Gender Achievement

AbstractIn American high schools female students put greater effort into school and outperform boys on indicators of academic success. Using data from the High School Longitudinal Study of 2009, we found female students’ greater academic effort and achievement was partly explained by different social incentives to trying hard in school experienced by male and female students. Males were 1.75 times as likely to report they would be unpopular for trying hard in school and 1.50 times as likely to report they would be made fun of for trying hard in school. Social costs to trying hard in school were directly associated with less rigorous mathematics course-taking and indirectly associated with lower GPA in STEM courses through lower academic effort.

The Relationship Between Test Item Format and Gender Achievement Gaps on Math and ELA Tests in Fourth and Eighth Grades

2018 ◽  
Vol 47 (5) ◽  
pp. 284-294 ◽  
Author(s):  
Sean F. Reardon ◽  
Demetra Kalogrides ◽  
Erin M. Fahle ◽  
Anne Podolsky ◽  
Rosalía C. Zárate
Keyword(s):  
Test Item ◽  
Multiple Choice ◽  
The United States ◽  
Achievement Gaps ◽  
Item Format ◽  
Northwest Evaluation Association ◽  
Constructed Response ◽  
State Accountability ◽  
And Gender ◽  
Gender Achievement

Prior research suggests that males outperform females, on average, on multiple-choice items compared to their relative performance on constructed-response items. This paper characterizes the extent to which gender achievement gaps on state accountability tests across the United States are associated with those tests’ item formats. Using roughly 8 million fourth- and eighth-grade students’ scores on state assessments, we estimate state- and district-level math and reading male-female achievement gaps. We find that the estimated gaps are strongly associated with the proportions of the test scores based on multiple-choice and constructed-response questions on state accountability tests, even when controlling for gender achievement gaps as measured by the National Assessment of Educational Progress (NAEP) or Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) assessments, which have the same item format across states. We find that test item format explains approximately 25% of the variation in gender achievement gaps among states.

scholarly journals A Space for Boys and Books: Guys Read Book Clubs

2018 ◽  
Vol 16 (2) ◽  
pp. 19 ◽  
Author(s):  
Kristen Nichols-Besel ◽  
Cassandra Scharber ◽  
David G. O’Brien ◽  
Deborah R. Dillon
Keyword(s):  
Gender Gap ◽  
Cultural Construction ◽  
Book Clubs ◽  
Reading Practices ◽  
Gender Achievement Gap ◽  
Males And Females ◽  
National Test ◽  
To Receive ◽  
Gender Achievement ◽  
Scholarly Attention

The well-documented gender achievement gap continues to receive popular as well as scholarly attention. Fueling this attention are international and national test scores that continue to illustrate that boys, regardless of age, income, race, or ethnicity, trail girls in reading assessments.While we acknowledge that there is a gender gap in reading achievement between males and females, we remain unconvinced that gender is the only factor; gender is a social and cultural construction, and these considerations must be included in understanding this phenomenon. We were extended a unique opportunity to experience and evaluate a literacy initiative that was created in response to the perceived “crisis” in boys’ literacy—Guys Read book clubs. This article offers an inside glimpse into the out-of-school world of boys and books, which can inform in-school reading practices for both boys and girls.

scholarly journals Constructing a Scale for Test Taking Strategies of Yarmouk Univer¬sity Students

2018 ◽  
Vol 12 (3) ◽  
pp. 553
Author(s):  
Amal A. Al Zubi
Keyword(s):  
Factor Analysis ◽  
Achievement Level ◽  
Cronbach Alpha ◽  
Low Level ◽  
Test Taking ◽  
Test Taking Strategies ◽  
Yarmouk University ◽  
Gender Achievement ◽  
Univer Sity ◽  
Reliable Scale

The study aimed at constructing a valid and reliable scale to diagnose test-taking strategies used by students at Yarmouk University, and to investigate the effect of gender, achievement level, and college. To achieve these objectives a scale was developed with 40 items distributed across five domains. The validity was assessed using factor analysis and expert judgments, and the reliability was assessed by Cronbach alpha. The study findings were:  Student’s utilization of test-taking strategies were moderate. Also, there were statistically significant differences in test-taking strategies due to gender, achievement level, and college. The researcher recommended that more studies be conducted to identify the factors that stand behind the low level of student utilization of test-taking strategies.

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