scholarly journals Positions on and Attitudes towards Mathematics of Ethiopian Female-teachers and Female-students

2017 ◽  
Vol 20 (4) ◽  
pp. 1-10 ◽  
Author(s):  
Eti Gilad ◽  
Dorit Patkin
Keyword(s):  
Female Students ◽  
Female Teachers ◽  
Attitudes Towards Mathematics

scholarly journals Evaluate the E-learning experience at Al Bayan Model Private Schools for Girls in Jeddah: دراسة تقويمية لتجربة التعلم الإلكتروني بمدارس البيان النموذجية الخاصة للبنات بجدة

2019 ◽  
Vol 3 (23) ◽  
Author(s):  
Maha Abdulaziz AL- Abdulkareem
Keyword(s):  
Private Schools ◽  
Learning Experience ◽  
Female Students ◽  
Learning Method ◽  
Female Teachers ◽  
Teachers And Students ◽  
E Learning ◽  
Electronic Method ◽  
Descriptive Approach

This study aimed to evaluate the e-learning experience at Al Bayan Model Private Schools for Girls in Jeddah, at the intermediate and secondary levels. The researcher used the descriptive approach. The questionnaire was used as a study tool and was applied to a sample of 41 female teachers and 162 female students who are using the e-learning method at intermediate and secondary stages. The study found several results, the most important of them are: There are relatively small differences in favor of the electronic method when comparing the achievement of students in e-learning to themselves and to their colleagues in the traditional classes, and that the method of e-learning contributes in increasing the ability of the teacher inpresenting information to the students. Based on these results, the study recommended several proposals, the most important of them are: To prepare teachers and students in all stages of education to accept e-learning before its application.

scholarly journals Gender representation and language politeness in speech acts: A pragmatic study

2021 ◽  
Vol 34 (3) ◽  
pp. 329
Author(s):  
Widyatmike Gede Mulawarman ◽  
Yusak Hudiyono ◽  
Andri Andri ◽  
Hanik Wahyu Ningsi
Keyword(s):  
Speech Acts ◽  
Strong Influence ◽  
Female Students ◽  
Male Students ◽  
Gender Representation ◽  
Male Teachers ◽  
School Students ◽  
Men And Women ◽  
Expressive Speech ◽  
Female Teachers

Language affects society because linguistic forms treat men and women discriminatively as a reflection of the strong influence of language on the culture or habits of the speaking community. This study aimed to describe the representation of gender in speech and language politeness of senior high school and vocational school students in Samarinda City and Kutai Kertanegara Regency. The method used in this research was descriptive qualitative. The results of this study showed first, for the speech form by female students towards female teachers, they dominantly used the following forms: positive speech, expressive speech, and assertive speech. Second, for the speech form of female students towards male teachers, they preferred the form: expressive speech and assertive speech. Third, for the speech form of male students towards female teachers, they used the following forms: positive speech, commissive speech, and assertive speech. Fourth, the speech form of male students towards male teachers was expressive. Fifth, gender representation in student’s language politeness showed that female students were more likely to comply and male students were more likely to deviate from the principles of linguistic politeness. This study concludes female students followed the principle of language politeness towards female teachers. Male students expressed more deviations towards male teachers.

Representative bureaucracy and bureaucratic responsiveness : linking passive and active representation in Ghana's education bureaucracy

2016 ◽  
Author(s):  
◽  
Elijah Agyapong
Keyword(s):  
Empirical Research ◽  
Female Students ◽  
Representative Bureaucracy ◽  
Active Representation ◽  
Female Teachers ◽  
Bureaucratic Responsiveness ◽  
Education In Ghana ◽  
Sub Saharan ◽  
Advocacy Role ◽  
The Relationship

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Over the years, scholars have examined representative bureaucracy as a viable means to achieve bureaucratic responsiveness in a democratic society. The theory argues that a diverse public service that mirrors the social demographics of its population in terms of gender, race, and ethnicity (passive representation) is more likely to be responsive to the needs of all citizens (active representation). While a substantial amount of empirical research exists, a comparative understanding of the theory is lacking in Africa. This study expands empirical research on the theory to Ghana, one of the successful democracies in Sub-Saharan Africa, and focuses specifically on female representation in education. The study accomplishes two primary objectives. First, it investigates whether passive representation of female teachers and school administrators would make the education bureaucracy more responsive to girls' education in Ghana. Second, it seeks to understand the mechanisms by which passive representation translates into active representation for female students in the Ghanaian context. The analysis of an administrative dataset on senior high schools within the 216 districts of Ghana revealed that passive representation of female teachers was positively associated with the performance of girls on math and science exit exams. More female students passed the math and science exams in districts that employed more female teachers. The relationship was statistically significant after controlling for other theoretically relevant factors. In order to better understand how passive representation leads to substantive benefits for female students, a comprehensive model was examined which incorporated social backgrounds, attitudes/role acceptance, and active representation. The model hypothesized that a teacher can assume the role of an advocate or a representative of girls' interests. Those who adopt the advocacy role, regardless of their social identities, will be more likely to make decisions or take actions that improve educational outcomes for female students. A random sample of 200 teachers in eight senior high schools within the Accra Metropolis of Ghana was surveyed about their attitudes toward girls' education. In addition, school superintendents and officials in the Ghana Education Service were interviewed to provide qualitative insights. The findings indicated that gender and perceived expectation from various stakeholders influenced the extent to which teachers perceived their roles as advocates of girls. Organizational socialization and the acceptance of impartial bureaucratic roles did not overwhelm the influence of gender and perceived role expectations on the advocacy role. However, adoption of the advocacy role rather than gender predicted the potential for active representation, measured as a teacher's self-reported behavior in terms of actively taking actions to address the educational needs of girls. The findings from this sample lend considerable support for the relationship between role perceptions and the potential for active representation. It suggests that the advocacy role mediates the relationship between passive and active representation. This study therefore provides a better understanding of how a representative bureaucracy can engender responsiveness to women's education in Ghana and the Sub-Saharan African region.

The Role of Gender on Student Success

2015 ◽  
Vol 11 (4) ◽  
pp. 1-17 ◽  
Author(s):  
Tuncay Bayrak ◽  
Anil Gulati
Keyword(s):  
Student Success ◽  
Graduate Program ◽  
Management Information Systems ◽  
Female Students ◽  
Male Students ◽  
Management Information ◽  
Introductory Course ◽  
Female Teachers ◽  
Better Than

Numerous studies have investigated why computers are perceived as being a male domain. In this study, the authors examine intra-gender differences among undergraduate and graduate students who enrolled in Management Information Systems (MIS) courses and attempt to answer such questions as do males achieve significantly higher scores in MIS courses? Does instructor gender affect female students' academic achievement? Do females underperform males in achievement at either or both undergraduate and graduate levels? This paper provides findings which demonstrate that female students performed significantly better than their male counterparts in the two introductory undergraduate MIS courses and performed equally well in an upper lever MIS course and an introductory course in the graduate program. Male students were impacted by the gender of the teacher. Even though it was not a main focus of the present study, the authors cannot resist making a casual observation that female teachers were more effective in the classroom.

scholarly journals Escape rooms' pedagogical potential from female future teachers’ perspectives

2020 ◽  
Vol 17 (5) ◽  
pp. 104-120
Author(s):  
Coral I Hunt-Gómez ◽  
◽  
Olga Moreno_Fernández ◽  
Pilar Moreno-Crespo ◽  
Mario Ferreras-Listán ◽  
...  
Keyword(s):  
Primary Education ◽  
Female Students ◽  
First Century ◽  
Teaching Methodology ◽  
Future Teachers ◽  
Alternative Teaching ◽  
Female Teachers ◽  
Item Questionnaire ◽  
Teachers Perspectives ◽  
The University

Fast and easy Internet and knowledge access by just a click are some of the characteristics of the twenty first century. This means that this knowledge has been acquired fast and superficially. Thus, discernment turns into something ephemeral, because there is not a profound examination of the aspects dealt with. This is caused by the enormous quantity of information found that, in many cases, does not reflect reality. In this sense, teachers can find multitasking students that can perform many activities but without reflexively undertaking them. Education tries to solve these type of problems so the learning-teaching process is as significant as possible. Therefore, future teachers should always have tools for keeping students’ attention, as well as to raise interest in the studied subjects. Within these new tools, escape rooms are, because they not only increase students’ motivation but also encourage teamwork and reflexive learning, as the tasks to be solved are complex. However, as male and female present different perspectives towards gamification, in this work, escape rooms have been studied applying a gender perspective. In the University of Seville, Spain, a descriptive-interpretative exploratory study took place intending to analyse future female teachers’ conceptions about escape rooms. A 17-item questionnaire was applied to 99 female students of the Degree in Primary Education. Results show that subjects highly valued the ludic part of the escape rooms as a didactic activity, which fosters significant learning. Students also appreciated that the activity was close to their reality and that it was integrating students’ interests in the Primary Education classroom. The main conclusion of the study is that, even if there is room for improvement and there is a need to make them more appealing to female students, escape rooms are considered an excellent educative resource as well as an adequate alternative teaching methodology.

scholarly journals Exploring the content of instrumental lessons and gender relations in Australian higher education

2008 ◽  
Vol 25 (2) ◽  
pp. 159-176 ◽  
Author(s):  
Katie Zhukov
Keyword(s):  
Higher Education ◽  
Female Students ◽  
Male Students ◽  
Educational Setting ◽  
Applied Music ◽  
Male And Female ◽  
Female Teachers ◽  
Teachers And Students ◽  
Lesson Content ◽  
And Gender

This observational study analysed the lesson content of 24 instrumental lessons (piano, strings and winds) using a gender-balanced sample (equal numbers of male/female teachers and students) from five Australian higher education institutions to ascertain the priorities of topics in advanced applied music lessons in the Western Classical tradition. The results were analysed according to gender to determine differences of approach between male and female teachers and male and female students. Same-gender and different-gender pairings were also considered. Technique was found to be of the greatest importance, followed by Articulation and Expression. Some gender differences have emerged between the teachers, with the male teachers tending towards a more analytical approach and the female teachers adopting more balanced lesson content. The treatment of students showed some divergence, with greater emphasis on Expression in the lessons of female students, whereas the male students studied more Structure. The results demonstrate stereotypical gender behaviour among the teachers and towards their students not previously observed in this educational setting.

Do Teachers' Race, Gender, and Ethnicity Matter? Evidence from the National Educational Longitudinal Study of 1988

ILR Review ◽  
1995 ◽  
Vol 48 (3) ◽  
pp. 547-561 ◽  
Author(s):  
Ronald G. Ehrenberg ◽  
Daniel D. Goldhaber ◽  
Dominic J. Brewer
Keyword(s):  
Longitudinal Study ◽  
White Male ◽  
Female Students ◽  
White Female ◽  
Female Teachers ◽  
Subjective Evaluations ◽  
National Educational Longitudinal Study ◽  
Using Data ◽  
White Female Teachers ◽  
Mathematics And Science

Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers' race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers' subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than did white male teachers.

Sign in / Sign up

Export Citation Format

Share Document