Gender, Teaching Style, Classroom Composition and Alienation from Learning: An Exploratory Study

Autor/inn/en	Hadjar, Andreas; Backes, Susanne
Titel	Gender, Teaching Style, Classroom Composition and Alienation from Learning: An Exploratory Study
Quelle	In: Educational Research, 65 (2023) 1, S.121-142 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hadjar, Andreas) ORCID (Backes, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2022.2143388
Schlagwörter	Elementary School Students; Secondary School Students; Sex; Teaching Styles; School Attitudes; Classes (Groups of Students); Classroom Environment; Alienation; Student Attitudes; Foreign Countries; Gender Differences; Student Centered Learning; Individualized Instruction; Luxembourg + Suchen Sie Ihr Suchwort? Sekundarschüler; Geschlecht; Geschlechtsverkehr; Lehrstil; Unterrichtsstil; Klassengemeinschaft; Klassenklima; Unterrichtsklima; Entfremdung; Schülerverhalten; Ausland; Geschlechterkonflikt; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Individualisierender Unterricht
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01