LEARNING WHATS TAUGHT - SEX-DIFFERENCES IN INSTRUCTION

被引：57

作者：

LEINHARDT, G

SEEWALD, AM

ENGEL, M

机构：

来源：

JOURNAL OF EDUCATIONAL PSYCHOLOGY | 1979年 / 71卷 / 04期

关键词：

mathematics achievement; 2nd graders &; reading &; sex of student; academic vs management contact &; their teachers; time spent in teacher-student interaction &;

D O I：

10.1037/0022-0663.71.4.432

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Research indicates that boys perform better on mathematics tests and girls perform better on reading tests. An investigation of why boys' and girls' performance differs was made by coding 33 teacher interactions with 2nd grade students during reading and mathematics instruction. Teachers made more academic contacts with girls in reading and with boys in math; teachers spent relatively more cognitive time with girls in reading and boys in math; teachers made consistently more managerial contacts with boys than girls; and, although there were no differences in initial abilities, sex differences were found in end-of-year achievement in reading. (35 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1979 American Psychological Association.

引用

页码：432 / 439

页数：8

共 35 条

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[2]

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