GRM 2010 GRM 2011

Abstract Details

 
AUTHOR NAME
 
Family Name:
Anderson
 
First Name:
Emily
 
ABSTRACT OF PAPER
 
Title of Paper:
Secondary Science Teachers' Gender, Training and Expectations for Student Learning in the Gulf Cooperation Council (GCC)
 
Paper Proposal Text :
Secondary Science Teachers’ Gender, Training, and Expectations for Student Learning in the Gulf Cooperation Council (GCC)


Abstract

Students’ expectations in learning science are influenced by their teachers’ expectations but also by their families’ expectations and unique cultural contexts. Boys’ underachievement in school compared with girls has been highlighted in the literature throughout the past decade, positioning that because of differences in achievement, boys are educationally disadvantaged, thus “in crisis” and at-risk for educational failure. Teachers’ training and expectations for student learning has received less attention in the “crisis for boys” literature, which has focused on differences students’ motivation, the “feminization” of school culture and instruction, and cognitive differences between boys and girls as evidence to support the “crisis” argument (Okopny, 2008). These studies have focused on Western and developed country contexts, but recently the “crisis” has been discussed in a new and surprising national context: the United Arab Emirates (UAE). This study investigates differences in teachers’ training and expectations for boys’ and girls’ secondary schools across the Gulf Cooperation Council (GCC) countries, and the impact on students’ learning expectations in science using data from the 2007 Trends in International Mathematics and Science Study (TIMSS).
 
 
 

WITH THE GENEROUS SUPPORT OF