Gender and Education

Bailey, Lucy E.; Graves, Karen

doi:10.3102/0091732x16680193

Cited by 37 publications

(24 citation statements)

References 195 publications

(161 reference statements)

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“…We examine these beliefs based on variables of gender, ethnicity, general test taking anxiety, and past experiences with high-stakes testing. We know that educational experiences vary widely by gender and ethnicity (Alemán, 2018;Bailey & Graves, 2016;Sadker, Sadker, & Klein 1991;Saw, Chang, & Chan, 2018;Valenzuela, 1999), especially as it relates to highstakes testing (Nichols & Berliner, 2007;Vasquez Heilig & Darling-Hammond, 2008). Thus, we include gender and ethnicity in our analyses along with prior experiences with high-stakes testing to explore how those lived experiences may relate to beliefs about accountability and high-stakes testing as well as preferences for future working conditions.…”

Section: Theoretical Rationalesmentioning

confidence: 99%

Preservice teachers’ beliefs about high-stakes testing and their working environments

Nichols

Brewington

2020

EPAA

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In this exploratory mixed methods survey study, we assess preservice teachers’ (n=379) experiences with and beliefs about their high-stakes testing experiences and analyze how they relate to their beliefs about the role and efficacy of high-stakes testing in education and their future profession. Using Likert, vignette, and open-ended response opportunities, we gauged preservice teachers’ beliefs about accountability and the role of high-stakes testing in three ways: (a) what are their personal experiences with high-stakes testing, (b) what are their their beliefs about accountability and high-stakes testing in general, and (b) what role does accountability (and testing pressures) play in their future workplace preferences? Results indicate that preservice teachers’ experiences with and beliefs about high-stakes testing accountability vary based on gender, ethnicity, and previous experiences with high-stakes tests. Importantly, although in aggregate our participants reported they generally disliked the high-stakes tests they personally had to take in high school, subgroup analyses reveal that for those who took them during the NCLB era, they also saw high-stakes tests as good thing for education overall. Preservice teachers who were younger and “grew up” under NCLB and the height of high-stakes testing believed high-stakes tests to be a waste of time for them personally, but a useful way to evaluate teachers as an educational policy. Vignette and qualitative analyses of workplace preferences and rationales underscore some of the assumptions our preservice teachers hold about high-stakes testing as a policy mechanism to help explain this finding. We conclude with implications for policy and future research.

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Section: Theoretical Rationalesmentioning

confidence: 99%

Preservice teachers’ beliefs about high-stakes testing and their working environments

Nichols

Brewington

2020

EPAA

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“…Therefore, science education has to acknowledge the variety of interests and needs of the individuals in a class and should especially give attention to marginalized groups regardless of their sex. This third approach corresponds to the conclusion (or rather vision) that we are arriving to a "postgender era" [27]. Thus, the last approach should be the aspired goal.…”

Section: Gender Studies In Science Educationmentioning

confidence: 99%

“…There are differences which have to be taken into account because otherwise, one will not satisfy the requirements of the diverse students, but will end up in developing stereotypes. In addition, gender is just one variable influencing students' attitudes and achievements, because it interacts with other variables like class and ethnicity [27,29]. These interactions have to be considered when thinking of suitable support measures for each student.…”

Section: Gender Studies In Science Educationmentioning

confidence: 99%

“…It is said that we are living in a "postgender era" now [27]. This means that each individual can freely choose the "range of possible selves" [27] (p. 689).…”

Section: Definition Of Gendermentioning

confidence: 99%

“…This means that each individual can freely choose the "range of possible selves" [27] (p. 689). Thus, there should not be any gender constraints forcing an individual to present distinct male or female behavior which might end up in stereotype formation.…”

Section: Definition Of Gendermentioning

confidence: 99%

See 2 more Smart Citations

Gender Construction in Experiment-Based Biology Lessons

2018

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Abstract:Experimental investigations are an integral part of biology education because they demonstrate essential methods of obtaining knowledge in the natural sciences and generate high levels of learning activity. However, gender differences can arise during experimentation just as in other teaching situations. This article shows examples of social gender construction that may occur in experimental work. To this end, experimental group work was recorded on video and was assessed by the method of film image sequence analysis. The video segments revealed clearly distinguishable behavioral patterns used by the students to establish an identification as a girl or boy. For example, gender-related differences referred to preferring household appliances (girls) or technical instruments (boys) when experimenting, and acting in an attentive (girls) or attention seeking way (boys) during group work. The disadvantage of these patterns is that they may restrict the unfettered development of the personality and, among other things, make it difficult for girls to feel competitive in experimental sciences. In order to balance the situation, teachers must be able to notice these patterns and must know about strategies to broaden students' behavioral range. Concrete proposals for such strategies being applicable in biology lessons but also in other subjects are given in the discussion of this article.

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Physiotherapists' training in oncology rehabilitation from entry‐level to advanced education: A qualitative study

Bertoni,

Conti,

Testa

et al. 2023

Physiotherapy Res Intl

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Background and PurposePhysiotherapy is gaining a central role in oncology. However, the training and competencies needed by physiotherapists in oncology rehabilitation are still unclear. This study aims to articulate the training trajectory of physiotherapists in oncology rehabilitation from entry‐level education to advanced education degrees.MethodsQualitative focus group study following a ‘Reflexive Thematic Analysis’ for data analysis. Participants were Italian physiotherapists with expertise in Oncology Rehabilitation (either clinically or academically) and Physiotherapy Bachelor of Science (BSc) course leaders, selected through purposive sampling.ResultsTwo focus groups were conducted with 14 participants. Six themes were developed: 1. ‘Entry‐Level Education in Oncology Rehabilitation: Let's Have a Taste’, as the BSc introduces oncology rehabilitation. 2. ‘Basic Knowledge: Building up the Library’ as students acquire basic knowledge on oncology rehabilitation during their BSc; 3. ‘Learning by Experience: The Relevance of the Placement’ to answer the question “Is this the right road for me?”; 4. ‘Clinical Reasoning and Competencies in Oncology Rehabilitation Embedded in Uncertainty’ because oncology physiotherapists need to deal with the uncertainty of their patients' status; 5. ‘Advanced Education Degree Skills: from Appetiser to the Main Course’, as advanced education degree courses allow for becoming an expert in the field; 6. ‘A Call to Action for Physiotherapists: Prevention—Diagnosis—Survivorship & End of Life’, to realise their critical role in all the phases of the oncology path.ConclusionsThe BSc in Physiotherapy provides a foundation for future physiotherapists to understand oncology rehabilitation, but advanced education is necessary for expertise. The findings of this study have important implications for creating a shared physiotherapy curriculum in oncology rehabilitation.Implication for Physiotherapy PracticeThis study has significant implications for improving physiotherapy curricula in oncology rehabilitation, positively impacting the skills and competencies of practitioners in this paramount field.

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Gender and Education

Cited by 37 publications

References 195 publications

Preservice teachers’ beliefs about high-stakes testing and their working environments

Preservice teachers’ beliefs about high-stakes testing and their working environments

Gender Construction in Experiment-Based Biology Lessons

Physiotherapists' training in oncology rehabilitation from entry‐level to advanced education: A qualitative study

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