A matter of attitude? Developing a profile of boys’ and girls’ responses to primary schooling

Gray, John; McLellan, Ros

doi:10.1080/09540250600980238

Cited by 12 publications

(9 citation statements)

References 14 publications

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“…Potentially, such surveys offer an opportunity to canvas the opinions of large numbers of individuals and thereby garner knowledge of predominant views. Gray and McLellan's (2006) survey of over 1000 Year 5 pupils in 21 UK schools distinguished clusters of attitudes to school with not only gendered differences but also school effects. However, as Gray and McLellan recognized, stereotypes fail to account for the nuances of attitudes within both genders, and that other 'differences' might also be operating, but it was beyond the scope of their study to account for these.…”

Section: Congruence Between Content and Methods In Diversity Researchmentioning

confidence: 98%

Aligning person‐centred methods and young people’s conceptualizations of diversity

Waite

Boyask

Lawson

2010

International Journal of Research & Method in Education

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Many existing studies of diversity are concerned with social groups identified by externally determined factors, for example, ethnicity, gender, or educational attainment, and examine, either quantitatively or qualitatively, issues delineated by these. In evaluating methods used in previous research, we consider ways in which the adoption of 'person-centred approaches' in our research might better explore subjective perceptions of difference as experienced in young people's schooling. We critically examine our initial findings in seeking to define the language and scope of difference expressed by young people aged 18-20 years with a variety of educational outcomes, including higher and further education, training, employment, and unemployment. We then propose some appropriate methodologies for further exploration of how difference is embodied and enacted during young people's schooling years.

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Section: Congruence Between Content and Methods In Diversity Researchmentioning

confidence: 98%

Aligning person‐centred methods and young people’s conceptualizations of diversity

Waite

Boyask

Lawson

2010

International Journal of Research & Method in Education

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“…In an earlier study, Tymms (1999) (as cited in Gray & McLellan, 2006) explored very similar issues of student attitudes, and concluded that overall, primary students were very positive about their school experience and the material that was taught to them. Tymms' more recent findings showed similar results and reported that 66% of students thought of school in a positive light (Tymms, 2001).…”

Section: Student Perspectivesmentioning

confidence: 99%

“…Much like Power, Abowitz presents an overwhelming idea that schools function as places to promote and build a sense of common good among students and their families. Gray and McLellan (2006) astutely observe that within the educational research community there has been an absence of quantitative research investigating student attitudes International Journal of Education ISSN 1948-5476 2012 towards school. For the most part, and as is evidenced within this review of literature, the body of research has relied heavily on philosophical precepts.…”

Section: School For Societymentioning

confidence: 99%

“…The results from Tymms' (1999Tymms' ( , 2001) studies draw a distinct parallel between student attitude and academic achievement, where the more success a student had the more favourable their outlook toward school. Gray and McLellan (2006) undertook a similar study and surveyed 1,310 students from 21 different primary schools in England. The research in this case focused less on academics, as its purpose was to describe information pertaining to perceived gender gaps in overall attitudes towards school.…”

Section: Student Perspectivesmentioning

confidence: 99%

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Finding the Purpose in Education: Assessing the Goals and Ideals of Education from the Perspective of Canadian Elementary Students

Hamm

Griffith

2012

IJE

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The focus of this action research project was to discern elementary students’ views regarding the goal or purpose of their education. Participants included 24 students in a grade four/five split classroom from a middle class neighbourhood in Toronto, Ontario, Canada. Students were asked to voluntarily complete a researcher made survey regarding their perception on education. The survey required the students to reflect on four major areas; school for the purpose of citizenship, school for the purpose of building a better personal future, attitudes toward curriculum, and student attitudes about their own academic performance. The results of this study indicated that students strongly believed that school plays a large role in preparing them for the future and in building citizenship. However, the students expressed a generally negative attitude toward personal academic performance academics and curriculum. Implications for educators are discussed in light of student responses.

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“…On the basis of the ERIC database, school satisfaction research seems to fall into four different sections. The first includes general school satisfaction from the viewpoint of either general attitude towards school (e.g., Holfve-Sabel, 2006;Gray & Mclellan, 2006;Peters et al, 2005;Holfve-Sabel & Gustafsson, 2005), positive school climate (e.g., Cohen, 2006;Perkins, 2006;Catalano et al, 2004;Wentzel& Watkins, 2002), or belonging to school (e.g., Sanchez, Colon & Esparza, 2005;Ma, 2003;Rostosky et al, 2003;. The second answers the question of how pupils/students feel about different school subjects, i.e., how pupils/students enjoy attending certain lessons?…”

Section: International Literaturementioning

confidence: 99%

Change in Pupils’ and Students’ Attitudes toward School as a Function of Age – A Finnish Perspective

Metsämuuronen¹,

Svedlin²,

Ilić³

2012

JEDP

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The article describes changes in pupil and student contentment as a function of age in the general education system. School satisfaction was measured with a 216-item test with 15 different versions simultaneously in all grades of primary and lower secondary education and in two grades in upper secondary general education. IRT modeling with matrix sampling was used to equate the versions for all the grades. Pupil/student contentment decreased significantly after the 2^nd grade with the intensity of the satisfaction declining steadily until the 8^th grade. From 9^th grade on, contentment recovered as it began to increase once again, albeit moderately. It then stayed constant until the 2^nd grade in high school. Pupil/studentcontentment decreased especially in the areas of assessing teachers, classroom activities, and lessons; there was a smaller reduction in the areas of school atmosphere and physical environment. Over the years, the girls were more satisfied with school than were the boys. Pupils with a higher achievement level were more satisfied than those with a low level of achievement

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A matter of attitude? Developing a profile of boys’ and girls’ responses to primary schooling

Cited by 12 publications

References 14 publications

Aligning person‐centred methods and young people’s conceptualizations of diversity

Aligning person‐centred methods and young people’s conceptualizations of diversity

Finding the Purpose in Education: Assessing the Goals and Ideals of Education from the Perspective of Canadian Elementary Students

Change in Pupils’ and Students’ Attitudes toward School as a Function of Age – A Finnish Perspective

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