The impact of gender on primary teachers' evaluations of children's difficulties in school

Abstract

These findings should be treated with some caution as they relate to the small and restricted range of types of difficulty that were included in the study and to a sample of primary schools in one society. However, they give support to an emphasis on 'realism' in the method of investigation that is used for exploring teachers' judgments.

Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems

“…Studies of teacher perspectives have been conducted in many different areas of the world, including Australia, the United States, Hong Kong, Greece, Malta, and Jordan (see Beaman, Wheldall, & Kemp, 2007, for a review). Related research has also been conducted in the United Kingdom (e.g., Cline & Ertubey, 1997;Houghton, Wheldall, & Merrett, 1988;, Sweden (Henricsson & Rydell, 2004), Cyprus (Kokkinos, Panayiotou, & Davazoglou, 2004), Canada (LeBlanc, Swisher, Vitaro, & Tremblay, 2007), and the People's Republic of China (Ding, Li, Li, & Kulm, 2008). Cross-cultural studies have been conducted between such diverse cultures as Germany and South Korea (Langfeldt, 1992) and Turkey and the United Kingdom (Türnüklü & Galton, 2001).…”

Raising boys' achievement

“…In general boys are much more likely to be regarded by teachers as having SEN, but this does not seem to be a simple matter of gender stereotyping and categorisation. There are strong, complex connections between pupils' classroom behaviour, learning and achievement, and Cline and Ertubey (1997) found that giving teachers more contextual information helps to reduce the impact of gender on teachers' judgements about individual children. The interactions between different areas of SEN are evident.…”

Raising boys' achievement

“…There are strong, complex connections between pupils' classroom behaviour, learning and achievement, and Cline and Ertubey (1997) found that giving teachers more contextual information helps to reduce the impact of gender on teachers' judgements about individual children. The interactions between different areas of SEN are evident.…”