ERIC Number: EJ1038077
Record Type: Journal
Publication Date: 2014-Sep
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0313-5373
EISSN: N/A
Mathematics, English and Gender Issues: Do Teachers Count?
Leder, Gilah C.; Forgasz, Helen J.; Jackson, Glenda
Australian Journal of Teacher Education, v39 n9 Article 2 Sep 2014
Pedestrians were stopped in the street and asked about their views on the teaching and learning of mathematics and English for boys and girls. Many commented on the importance of teachers for both subject areas; some respondents self-identified as teachers. In this article we present findings on the gendering of mathematics and English and the impact that teachers can have on learning outcomes in these disciplines. The data reveal that mathematics is endorsed by many as a male domain and English as a female domain, and that teachers play an influential part in the learning outcomes- achievement, future participation, and attitudes--in both disciplines.
Descriptors: Foreign Countries, English Instruction, Mathematics Instruction, Gender Differences, Gender Issues, Teacher Role, Educational Assessment, Academic Achievement, Surveys, Measures (Individuals), Qualitative Research, Statistical Analysis, Reliability, Elementary Secondary Education, Educational Attitudes
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A