Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Susanne M.; Dindia, Kathryn |
|---|---|
| Titel | A Meta-Analytic Perspective on Sex Equity in the Classroom |
| Quelle | In: Review of Educational Research, 74 (2004) 4, S.443-471 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-6543 |
| Schlagwörter | Sex Fairness; Meta Analysis; Classroom Techniques; Gender Differences; Teacher Student Relationship; Literature Reviews; Teacher Effectiveness; Positive Reinforcement; Classroom Communication; Teacher Attitudes |
| Abstract | This meta-analysis examines patterns of sex differences in teacher-initiated teacher-student interactions. While extensive research has examined factors that influence student evaluations of effective and ineffective teachers, this study examines whether teacher-initiated interactions with students, such as praising or blaming, vary as a function of student sex. After a careful examination of 127 empirical studies, 32 studies were retained for the meta-analysis. The studies were coded for positive, negative, and total interactions. The results suggest that teachers initiate more overall interactions and more negative interactions, but not more positive interactions, with male students than with female students. (Contains 1 note and 1 table.) (Author). |
| Anmerkungen | American Educational Research Association. 1230 17th St. NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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