Are boys that bad? Gender gaps in measured skills, grades and aspirations in Czech elementary schools

Matějů, Petr; Smith, Michael L.

doi:10.1080/01425692.2013.874278

Cited by 26 publications

(7 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Uma menor visibilidade ocorreu com os subfatores gênero e idade dos estudantes, o que é corroborado por outros estudos (ANDERSON et al, 2007;DEMIR;KILIÇ;ÜNAL, 2010;FORGASZ;HILL, 2012;MARTINO;REZAI-RASHTI, 2013;MATĚJŮ;SMITH, 2015;REILLY, 2012;STOET;GEARY, 2013).…”

Section: (V) Uso Das Tecnologias Da Informação E Comunicação (Tic)unclassified

Fatores influenciadores dos resultados de matemática de estudantes portugueses e brasileiros no PISA: revisão integrativa

Pinto

Silva

Neto

2016

Ciênc. educ. (Bauru)

View full text Add to dashboard Cite

Resumo:A presente revisão integrativa tem como objetivo conhecer os principais fatores influenciadores dos resultados de estudantes portugueses e brasileiros nas edições do PISA, de 2000 a 2012, de acordo com a literatura publicada. Identificaram-se cinco fatores e dez subfatores. Os fatores mais determinantes nos estudos considerados são o sistema educativo, o contexto socioeconômico dos estudantes e as características das escolas. Esta revisão integrativa evidencia que há uma multiplicidade de fatores que afetam o desempenho de estudantes no PISA, tanto em Portugal como no Brasil. Ressalta também a lacuna significativa de estudos na literatura, havendo fatores que são pouco ou mesmo nada estudados em ambos os países. Existe, assim, uma necessidade de maior investimento em investigação na área, aproveitando o manancial de dados gerados pelo PISA.Palavras-chave: PISA. Letramento em matemática. Desempenho. Sistema educativo. Brasil. Portugal. Abstract:The present integrative review has the goal of knowing the main factors influencing the results of Portuguese and Brazilian students in the editions of PISA, from 2000 to 2012, according to the published literature. Five factors and ten sub-factors have been identified. The more determinant factors in the considered studies were the educational system, the socioeconomic context of the students and the characteristics of schools. This integrative review gives evidence of the multiplicity of factors that affect the performance of students in PISA, in Portugal as in Brazil. There also exists a significant gap in studies in the literature, as there are factors that are scarcely or not at all analysed in both countries. There is in consequence a need of a bigger investment in research in this area, taking advantage of the huge set of data generated by PISA.

show abstract

Section: (V) Uso Das Tecnologias Da Informação E Comunicação (Tic)unclassified

Fatores influenciadores dos resultados de matemática de estudantes portugueses e brasileiros no PISA: revisão integrativa

Pinto

Silva

Neto

2016

Ciênc. educ. (Bauru)

View full text Add to dashboard Cite

show abstract

“…For instance, OECD (2011) found that whereas there may be no significant difference between males and females on mathematics performance, females tend to outperform males significantly on reading tests. This suggests that females should be more proficient in reading than males (Matějů & Smith, 2015). Similar findings were obtained by Below, Skinner, Fearrington, and Sorrell (2010) who examined female superiority on oral reading fluency across Grades 1 to 5 in a sample of U.S. children and found that significant gender effect was observed for only Grade 4.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, gender gap in reading has been found to vary across the globe. Reading comprehension, which most often is a result of continuous reading, differs across gender with males observed to be performing poorer than females on some tests (Matějů & Smith, 2015), and this could be attributed to the adoption of cognitive techniques by girls compared with boys (Denton et al, 2015). For instance, Matějů and Smith (2015) in their study examined the differences in performance between males and females in ninth grade and found that females outperformed males on reading competency whereas males performed better than females on mathematics.…”

Section: Introductionmentioning

confidence: 99%

English Reading Proficiency and Academic Performance Among Lower Primary School Children in Ghana

et al. 2018

View full text Add to dashboard Cite

There have been several issues about the reading skills and abilities of children in Ghana, and how reading proficiency might influence the academic performance of children. In view of the above, this study examined the influence of reading proficiency on the academic performance of lower primary school children in Accra. Using a cross-sectional survey design, 383 participants (Grades 1-3) were sampled in Accra. The children were administered questionnaires that measured their English reading proficiency, paternal involvement, maternal involvement, financial situation, and demographic characteristics as well as their academic performance. Results showed that reading proficiency was significantly and positively related with children's performance on all standard performance tests after controlling for paternal involvement, maternal involvement, financial situation, and age. Type of school significantly affected academic performance, however, no gender differences were observed in the children's academic performance. The implications for educational practice and research are espoused.

show abstract

“…Para los autores, variables como la raza y la etnia, la experiencia o los antecedentes familiares contribuyen a la comprensión del origen de la desigualdad. Tomul (2009), Matějů y Simonová (2013), Matějů & Smith (2015), Cano, Solanas y Marí-Klose (2015) y Kavita, Sharma y Parkash (2019) abordan la desigualdad educativa desde la perspectiva de las brechas de género, identificando su efecto sobre las oportunidades educativas.…”

Section: -2019unclassified

Análisis de la configuración del campo de estudio de la desigualdad educativa

Pineda-Ospina

2021

educ.humanismo

View full text Add to dashboard Cite

Objetivo: Analizar la estructura intelectual del estudio de la desigualdad educativa. Metodología: Se diseñó una estrategia metodológica mixta a partir del desarrollo de un ejercicio bibliométrico. Desde la perspectiva cuantitativa, se desarrolló el procesamiento estadístico de la producción de documentos científicos de las bases de datos Scopus e ISI Web of Science en el campo de la desigualdad educativa y se construyeron y analizaron indicadores bibliométricos que permitieron la evaluación del rendimiento científico, su desarrollo y evolución. Desde la perspectiva cualitativa, se desarrolló análisis documental, semántico y de contenido sobre los documentos identificados. El procesamiento de la información se realizó en los softwares Modeler SPSS, Atlas ti, SicMAT y Knime. Resultados: Se identifica el campo de la desigualad educativa como consolidado, donde se destaca un mayor desarrollo analítico y metodológico desde finales de los noventa donde se incorporan distintas disciplinas al estudio. Conclusiones y discusiones: La estructura intelectual del campo de la desigualdad educativa se caracteriza por su alto rendimiento y visibilidad, donde disciplinas como la economía, la psicología o las humanidades han aportado significativamente al desarrollo teórico-práctico. Sin embargo, se identifican nuevos enfoques con la incorporación al análisis a partir del machine learnig, big data y deep learnig.

show abstract

Are boys that bad? Gender gaps in measured skills, grades and aspirations in Czech elementary schools

Cited by 26 publications

References 37 publications

Fatores influenciadores dos resultados de matemática de estudantes portugueses e brasileiros no PISA: revisão integrativa

Fatores influenciadores dos resultados de matemática de estudantes portugueses e brasileiros no PISA: revisão integrativa

English Reading Proficiency and Academic Performance Among Lower Primary School Children in Ghana

Análisis de la configuración del campo de estudio de la desigualdad educativa

Contact Info

Product

Resources

About