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Peer reputations as a determinant of gender differences in school outcomes: Evidence for domain-specific effects
Title
Peer reputations as a determinant of gender differences in school outcomes: Evidence for domain-specific effects.
Creator
Gelman, Lisa Borga, Florida Atlantic University, Perry, Louise C.
Abstract/Description
This study explored the impact of peer reputations for academic ability and school-related affect upon fourth- through eighth-graders' academic outcomes. In light of the prevailing stereotypes regarding the differential academic abilities of girls and boys (favoring girls in English, and boys in math and science), it was hypothesized that peer reputations in English would be more predictive of outcomes for girls than for boys, while math and science reputations would be most predictive of...
Show moreThis study explored the impact of peer reputations for academic ability and school-related affect upon fourth- through eighth-graders' academic outcomes. In light of the prevailing stereotypes regarding the differential academic abilities of girls and boys (favoring girls in English, and boys in math and science), it was hypothesized that peer reputations in English would be more predictive of outcomes for girls than for boys, while math and science reputations would be most predictive of boys' outcomes. Peer reputations were found to be predictive of school grades, but not of standardized test scores. Although ability reputations in most areas were predictive of grades for both sexes, modest gender differences were observed which were consistent with hypotheses. Results suggest that children's peer reputations may play an important role in their academic achievement, especially within domains most central to their gender identities. Implications and suggestions for future directions are discussed.
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Date Issued
2004
PURL
http://purl.flvc.org/fcla/dt/13170
Subject Headings
Academic achievement--Evaluation, Educational evaluation, Intelligence levels, Group work in education
Format
Document (PDF)
Impact of Collaborative Work Analysis Professional Development in Teacher Practice and Student Writing
Title
Impact of Collaborative Work Analysis Professional Development in Teacher Practice and Student Writing.
Creator
Shealy, Kristin L., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers' perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were...
Show moreThis qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers' perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were collected including teacher interviews, CASW observations, classroom observations, and document analysis. Findings indicated that teachers felt that CASW influenced their increased awareness of teaching and student learning, and implications for future teaching for the whole group as well as ideas for next steps for individual students emerged. Teachers supported CASW being job-embedded and practical to daily work; they voiced concerns over the time and scheduling facilitating the professional development required. Teachers responded that they felt that CASW helped them question their assessment of student writing, consistency within and across grade levels and subjects, and the appropriate level of difficulty of their curriculum. Teachers expressed their desire to be able to meet with students more regularly to go over their teacher written feedback and felt that CASW may possibly influence student work over time. Two teachers felt that the CASW professional development could have influenced their written feedback; four teachers felt that it did not. Implications for professional development, public policy, and further research are given.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004547, http://purl.flvc.org/fau/fd/FA00004547
Subject Headings
Academic achievement -- Evaluation, Action research in education, Educational tests and measurements, Effective teaching, Teachers, Training of -- Evaluation
Format
Document (PDF)
Selected Student Characteristics and Science Achievement in a Mid-Sized Secondary School
Title
Selected Student Characteristics and Science Achievement in a Mid-Sized Secondary School.
Creator
McDonald, Jack, Morris, John D., Weppner, Daniel B., Florida Atlantic University
Abstract/Description
For 306 twelfth grade students, secondary science achievement by sex, race, and socioeconomic status (SES) was compared using analysis of variance (ANOVA), and the relationship of a set of 22 predictor variables to science achievement was investigated using multiple linear regression. That the reduced regression model with its primarily cognitive characteristics exhibited the highest significant correlation coefficients in predicting science achievement for low SES, black students is a...
Show moreFor 306 twelfth grade students, secondary science achievement by sex, race, and socioeconomic status (SES) was compared using analysis of variance (ANOVA), and the relationship of a set of 22 predictor variables to science achievement was investigated using multiple linear regression. That the reduced regression model with its primarily cognitive characteristics exhibited the highest significant correlation coefficients in predicting science achievement for low SES, black students is a finding that is at odds with much of the current literature, as is also the finding that females outperform males in science achievement. These anomalies, along with the implications of differences in science achievement based on sex and race, are discussed.
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Date Issued
1991
PURL
http://purl.flvc.org/fau/fd/FA00000677
Subject Headings
Science--Study and teaching (Secondary), Academic achievement--Evaluation, High school students--United States, Motivation in education
Format
Document (PDF)
Peer reputations and gender differences in academic self-concept
Title
Peer reputations and gender differences in academic self-concept.
Creator
Menon, Madhavi, Florida Atlantic University, Perry, Louise C.
Abstract/Description
This study explored the extent and nature of academic peer reputation upon children's academic self-concept. Peer and self-perceptions of academic ability and affect were assessed for the subject domains of English, math, and science in order to investigate the generality of peer reputation influences across academic subject areas, and determine the extent to which gender differences might be evident. Gender differences were hypothesized, and peer reputation was expected to have the most...
Show moreThis study explored the extent and nature of academic peer reputation upon children's academic self-concept. Peer and self-perceptions of academic ability and affect were assessed for the subject domains of English, math, and science in order to investigate the generality of peer reputation influences across academic subject areas, and determine the extent to which gender differences might be evident. Gender differences were hypothesized, and peer reputation was expected to have the most influence on academic self-concept in school domains viewed as gender-normative and thus central to self-concept. MR analyses provided some support for this gender-congruency hypothesis, as it was primarily children's academic ability reputation in gender-congruent areas that was predictive of ability self-concept, and, influential with respect to perceived ability in normative domains. Contrary to expectations, peer affective reputation was more predictive with respect to gender-incongruent domains. Results were interpreted to suggest the dominance of gender-schema consistency concerns in relation to ability perceptions, but contrast effects in relation to school affect.
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Date Issued
2004
PURL
http://purl.flvc.org/fcla/dt/13179
Subject Headings
Academic achievement--Evaluation, Educational evaluation, Group work in education, Students--Self-rating of, Academic achievement, Intelligence levels, Self-perception
Format
Document (PDF)
The Effect of Teacher Cognitive and Behavioral Agility on Student Achievement
Title
The Effect of Teacher Cognitive and Behavioral Agility on Student Achievement.
Creator
White, Mary K., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to determine if teachers who use thinking and leading actions have higher student achievement as measured by the teacher’s Value Added Measure (VAM) score. A quantitative non-experimental design investigated the relationships between teacher cognitive and behavioral agility and student achievement. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQT ), refers to the leader’s ability to use their repertoire of thinking...
Show moreThe purpose of this study was to determine if teachers who use thinking and leading actions have higher student achievement as measured by the teacher’s Value Added Measure (VAM) score. A quantitative non-experimental design investigated the relationships between teacher cognitive and behavioral agility and student achievement. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQT ), refers to the leader’s ability to use their repertoire of thinking skills. Behavioral agility, measured with the Strategic Leadership Questionnaire for Teachers (SLQT ), denotes the leader’s ability to use a wide array of leader influencing actions. Teachers were surveyed and the data were analyzed through correlation and multiple regressions to determine the relationship among the variables. Although the cognitive and behavioral agility was not correlated with a teacher’s VAM score, the results indicate that teachers do perceive themselves as leaders in their classrooms. Educational leadership certification, higher degrees, and years experience of a teacher did moderate the relationship between local VAM and both cognitive and behavioral agility. The sub-scales of systems thinking and transforming of the survey instruments also were significant to the results. Theoretically, this study contributes to the teacher leadership literature, focusing on the classroom teacher and their effect on student achievement. Practically, with educational accountability changing the landscape, school districts should train teachers to engage in leadership skills, reward teachers for earning a Master’s degree in leadership, and work to retain high quality teachers who are leaders within their classroom. Greater student achievement could be the result.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004886, http://purl.flvc.org/fau/fd/FA00004886
Subject Headings
Teachers--Rating of., Teacher-student relationships., Teacher effectiveness., Master teachers., Effective teaching., Performance standards., Classroom management., Academic achievement--Evaluation.
Format
Document (PDF)
Teachers as Strategic Classroom Leaders: The Relationship of Their Cognitive and Behavioral Agility to Student Outcomes and Performance Evaluations
Title
Teachers as Strategic Classroom Leaders: The Relationship of Their Cognitive and Behavioral Agility to Student Outcomes and Performance Evaluations.
Creator
Warkentien, Michael, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this non-experimental study was to determine whether teacher cognitive and behavioral agility relates to student achievement as measured by their value-added model (VAM) score and their performance evaluation measured through the Marzano instructional practice (IP) framework, and whether that relationship is moderated by contextual variables. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQ T TM), refers to the leader’s ability to use...
Show moreThe purpose of this non-experimental study was to determine whether teacher cognitive and behavioral agility relates to student achievement as measured by their value-added model (VAM) score and their performance evaluation measured through the Marzano instructional practice (IP) framework, and whether that relationship is moderated by contextual variables. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQ T TM), refers to the leader’s ability to use their repertoire of thinking skills. Behavioral agility, measured with the Strategic Leadership Questionnaire for Teachers (SLQ T TM), relates to the leader’s ability to use a wide array of leader influencing actions. Teacher VAM score is the percent of the teacher’s students that met or exceeded a statistically predicted score on the end of year assessment. Teacher IP scores were also collected and were based on classroom walkthroughs, and other factors, conducted by their respective school-based administrator(s). The study included 75 teacher participants at the middle and high school levels and used correlational, linear regression, moderator, and mediation statistical analyses. The research findings indicate that cognitive agility continues to be a significant predictor of behavioral agility and that both cognitive and behavioral agility were significantly related to VAM or IP in teachers over the age of 50. Additionally, VAM scores significantly increased through the use of reframing and IP scores increased when utilizing bridging leader actions. However, it was also found that VAM scores were negatively correlated to the managing leader actions in the total population.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004735, http://purl.flvc.org/fau/fd/FA00004735
Subject Headings
Teachers, Rating of., Teacher-student relationships., Teacher effectiveness., Master teachers., Effective teaching., Performance standards., Classroom management., Academic achievement--Evaluation.
Format
Document (PDF)