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What explains gender gaps in maths achievement in primary schools in Kenya?

机译:是什么解释了肯尼亚小学数学成绩中的性别差距?

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This paper aims to improve the understanding of classroom-based gender differences that may lead to differential opportunities to learn provided to girls and boys in low and high performing primary schools in Kenya. The paper uses an opportunity to learn framework and tests the hypothesis that teaching practices and classroom interactions explain gender gaps in maths achievement in Kenya. The data used is obtained from a cross sectional study involving video recordings of 70 lessons in mathematics, students’ scores in a maths test and interviews with subject teachers in Kenyan primary schools randomly selected from six districts. Results show that gender gaps in maths achievement are more evidenced in the area of measurement. The gaps are more pronounced among low achievers in favour of boys. The most revealing finding is that entry achievement level is the main source of gender gaps in maths learning outcomes, implying that girls start at lower levels than boys and this gap is not closed by school. The policy implication to education is that boys have better chances of transition to secondary school and tertiary levels than girls, and consequently, there are broader gender disparities than can be closed by pro-gender education policies.View full textDownload full textKeywordsgender, instruction, opportunity to learn, maths, teacher, gain scoreRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/14748460.2012.659059
机译:本文旨在增进对基于教室的性别差异的理解,这可能会导致向肯尼亚低,高性能小学的男孩和女孩提供不同的学习机会。本文利用一个学习框架的机会并测试了以下假设:教学实践和课堂互动解释了肯尼亚数学成就中的性别差距。所使用的数据来自一项横断面研究,该研究涉及70堂数学课程的视频记录,数学测试中的学生成绩以及对从六个地区随机选择的肯尼亚小学的学科教师的采访。结果表明,在测量领域,数学成绩上的性别差距更为明显。低成就者之间的差距在男孩方面更为明显。最显着的发现是,入学成绩水平是数学学习成果中性别差距的主要来源,这意味着女孩的起步水平低于男孩,而且这种差距还没有被学校消除。对教育的政策含义是,男孩比女孩有更高的升入中学和高等教育的机会,因此,性别差异远远大于亲性别教育政策所能解决的。查看全文下载全文关键字性别,教学,机会学习,数学,老师,获得分数相关的变量add add_config = { “ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/14748460.2012.659059

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