Evaluating the Geography of Gendered Achievement Using Large-Scale Assessment Data from the Primary School System of the Republic of Trinidad and Tobago

Autor/inn/en	De Lisle, Jerome; Smith, Peter; Jules, Vena
Titel	Evaluating the Geography of Gendered Achievement Using Large-Scale Assessment Data from the Primary School System of the Republic of Trinidad and Tobago
Quelle	In: International Journal of Educational Development, 30 (2010) 4, S.405-417 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2010.01.001
Schlagwörter	Foreign Countries; Gender Differences; Elementary School Students; Achievement Tests; Mathematics Education; Language Arts; Rural Areas; Educational Assessment; Poverty; Females; Developing Nations; Educational Development; Educational Policy; Regional Characteristics; Measurement; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathematische Bildung; Sprachkultur; Rural area; Ländlicher Raum; Education; assessment; Bewertungssystem; Armut; Weibliches Geschlecht; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Politics of education; Bildungspolitik; Regionaler Faktor; Messverfahren; Trinidad und Tobago
Abstract	This study analyzed the spatial distribution of gender differentials in Mathematics and Language Arts on national assessments of educational achievement in the primary school system of the Republic of Trinidad and Tobago. The findings indicate statistically significant medium-sized differences favouring females on Language Arts primarily in the rural regions of east Trinidad and in the island of Tobago and statistically significant, negligible to small differences on Mathematics nationwide. Individual schools reporting medium-sized gender differences were more common in rural, low-performing education districts, where reported poverty was also higher. This pattern of early gendered achievement in language within low-achieving, poor and rural geographic locations points towards the need for placed-based education policies and focused interventions. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10