Relevant bibliographies by topics / Sex differences in education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Sex differences in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Sex differences in education"

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Brown, Gwen. "Taking sex differences seriously." Academic Questions 18, no. 2 (June 2005): 85–88. http://dx.doi.org/10.1007/s12129-005-1009-x.

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Sutherland, Margaret B. "Sex Differences in Education: an overview." Comparative Education 23, no. 1 (January 1987): 5–9. http://dx.doi.org/10.1080/0305006870230102.

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Breslav, G. M., and B. I. Khasan. "Sex Differences and School Education Today." Russian Education & Society 35, no. 8 (August 1993): 76–86. http://dx.doi.org/10.2753/res1060-9393350876.

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Halpern, Diane F. "Sex differences in intelligence: Implications for education." American Psychologist 52, no. 10 (October 1997): 1091–102. http://dx.doi.org/10.1037/0003-066x.52.10.1091.

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Williams, Sue W., and Elizabeth M. Blunk. "Sex Differences in Infant-Mother Attachment." Psychological Reports 92, no. 1 (February 2003): 84–88. http://dx.doi.org/10.2466/pr0.2003.92.1.84.

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A sex difference in security of infant attachment was found in a sample of 52 infant-mother dyads. The infants were enrolled in early care and education programs within a predominantly small-town geographic area in the southwest. Security of attachment was assessed using the Strange Situation procedure. Male infants (76%) were significantly more likely to be securely attached than female infants (39%). No other variables related to the infants' early care and education experience or mothers' age, race, marital status, and education were significantly associated with infants' attachment status.
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McGeown, Sarah P., and Amy Warhurst. "Sex differences in education: exploring children’s gender identity." Educational Psychology 40, no. 1 (July 17, 2019): 103–19. http://dx.doi.org/10.1080/01443410.2019.1640349.

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Ekehammar, Bo. "Sex Differences in Socio‐political Attitudes Revisited∗." Educational Studies 11, no. 1 (January 1985): 3–9. http://dx.doi.org/10.1080/0305569850110101.

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Spear, Margaret. "Sex Differences in Written Work: a rejoinder." British Educational Research Journal 17, no. 2 (January 1991): 147–48. http://dx.doi.org/10.1080/0141192910170205.

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Seng, Leonard Yong Mee. "Creativity and Sex Differences in Malaysian Pupils." Singapore Journal of Education 11, no. 2 (January 1991): 62–67. http://dx.doi.org/10.1080/02188799108547673.

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Greenfield, Teresa AráMbula. "Sex differences in science museum exhibit attraction." Journal of Research in Science Teaching 32, no. 9 (November 1995): 925–38. http://dx.doi.org/10.1002/tea.3660320905.

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Dissertations / Theses on the topic "Sex differences in education"

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Klimek, Jennifer L. "Sex differences in academic dishonesty : a sex role explanation." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027124.

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Previous research on academic dishonesty in colleges and universities has consistently shown unacceptable rates of cheating, yet inconsistent reports of sex differences in cheating. Sex differences in cheating were studied in relation to sex role orientation and attitudes towards cheating, and in light of a distinction between two types of cheating; cheating to benefit oneself and cheating to benefit another. 256 undergraduate students completed anonymous surveys to tap their sex role orientation, attitudes towards cheating, and reported frequency of cheating. Although females reported having more disapproving attitudes towards cheating than males, they reported engaging in cheating just as much as males. Sex role orientation was not directly related to cheating, but female-associated characteristics were related to attitudes towards cheating, which, in turn, were strongly related to cheating behavior. It was also found that participants reported engaging in more cheating to benefit another person than cheating to benefit themselves.
Department of Psychological Science
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Yuen, Wai-wa Timothy. "An inquiry into the need for gender education in the teacher training programme at Hong Kong's colleges of education." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13907001.

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Kuroiwa, Kelly J. "The gender-gap in educational expectations." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236374.

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This study utilizes the 10th-12th-grade panel from the National Educational Longitudinal Study (NEIS:88) to examine the gender-gap in educational expectations. The study uses regression analysis to determine whether background, academic, social, and career variables affect educational expectations differently for males and females and whether these differences can explain the gender-gap in educational expectations. Socio-economic status and having professional career aspirations have stronger effects on educational expectations for males. However, no significant sex differences were found in the effects of academic ability and achievement, parents' expectations, or peer engagement on students' educational expectations. The results also indicate that females have higher educational expectations because they have higher academic ability and achievement; parents and peers have higher expectations for them, and they are more likely to have professional career aspirations than their male peers.
Department of Sociology
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Clarence, Brian. "The effect of technology-based lessons on primary school students working in mixed and single-gender groupings." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/763.

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This study investigated primary school students working in mixed and single- gender groupings around a computer during technology-based lessons. In particular it observed the patterns of peer interaction that took place when students worked co-operatively in groups in lessons. In so doing, this study attempted to explain the effects of gender of the student and gender composition of the group, on peer interaction in such a situation. The study also focussed on the effect of gender groupings on the motivation of students and children's collaborative behaviours. The subjects for the study were twenty-nine students (sixteen boys and thirteen girls) in year 5/6 with an age range of ten to eleven. These students were randomly assigned to different groups: Male-Gender Croups, Female-Gender Groups and Mixed-Gender Croups. A series of lessons on finding information about endangered animals provided the context. The students were taught to use PowerPoint (Microsoft Office, 1998) to make slides on endangered animals, and Web sites were used as sources of information on endangered animals. This research method adopted was descriptive and analytical and aimed for broad as well as specific understandings. Data that was analysed included data collected through interviews and observations, as well as the quantitative analysis of Peer Interaction Categories (Lee, 1990). The results of the analyses showed whether the students' interactions were primarily task-related, collaborative, and positive or not and whether girls and boys had significantly different experiences across groups of varied gender composition in regard to the specific categories of interaction as well as the total interaction. In conclusion, the findings have led to a number of assertions which potentially can guide primary classroom practice in fostering technology-based learning.
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Watt, Helen M. G. "Gendered achievement-related choices and behaviours in Mathematics and English : the nature and influence of self-, task- and value perceptions." Thesis, The University of Sydney, 2002. https://hdl.handle.net/2123/27897.

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The present study investigates students’ gendered achievement-related choices and behaviours in mathematics and English, using the Expectancy-Value theory of achievement motivation developed by Eccles and colleagues, which is the most prominent current model predicting academic choices in the form of course enrolments. The central social issue addressed in this thesis is the differential participation in higher-level mathematics by girls and boys, in both their senior high school years and intended careers. Key questions investigated are first, to what extent do boys plan to participate in maths to a greater extent than girls, both in senior high and in their planned careers? Second, what are the predictive influences of gender, expectancies, values and task demands on maths participation and achievement-related behaviours? Third, what is the nature and development of boys’ and girls’ trajectories for expectancy, value and task demand variables from junior through to senior high school? Fourth, what causal sequencing among expectancy and value constructs can be discerned? These questions are addressed using longitudinal data from three cohorts in an overlapping cohort sequential design (11’s: 428, 436, 459). Parallel analyses are conducted for English to assess domain specificity of findings. These four major questions comprise the extensive quantitative survey phase of the study. Further questions comprise the intensive qualitative interview phase, namely: what factors are facilitative of, and detrimental to highability girls pursuing high levels of mathematics? How are their self-perceptions of talent derived? And how do students explain greater male participation in maths at school and in the workplace? Self—perceptions and values were identified as the most important factors related to gendered achievement-related choices and behaviours in maths and English, where participation in maths and English HSC course levels as well as intended maths- and English-related careers comprised choice outcomes, and performance and self-reported effort exerted comprised behaviour outcomes. Findings support research within the Expectancy-Value framework, indicating that students’ maths values are the strongest predictors of mathematics course enrolment in high school, while success expectations and competence beliefs most strongly predict mathematics achievement. In English, in contrast to maths, self—perceptions but not values predicted choice outcomes, while similarly to maths, self-perceptions predicted performance outcomes. Following identification of key predictors of maths and English achievement-related outcomes, gender differences favouring boys in maths and girls in English were identified across many of the self, task and value constructs assessed. Further, optimal grade levels for intervention were identified through inspection of when changes in boys’ and girls’ growth trajectories for key Expectancy-Value perceptions occurred through grades 7 to 11. This was achieved through an overlapping cohort sequential design, enabling an ‘accelerated’ longitudinal study spanning grades 7 to 11, as well as providing evidence of replicated effects across cohorts. Directions of relationships between Expectancy—Value self- perception and values constructs were also clarified through structural equation modelling techniques using longitudinal data. Directional paths for maths confirmed those proposed in the Expectancy-Value model for maths, with self-perceptions influencing values, whereas for English, reciprocal influences occurred between self-perceptions and values. The qualitative component of the study provided rich insights into the bases for high- achievinggirls’ disproportionately low talent perceptions, through comparing their responses with carefully chosen contrast groups. This group of girls is also arguably the group with whom we should be most interested, being the group for whom both ‘waste of talent’ and social justice arguments are most strong. The present study provides guidance as to how interventions may enhance self-perceptions related to maths, and suggests valuable insights as to how increasingly equal participation of males and females in maths may be achieved. Findings provide theoretical and measurement contributions for researchers within the Expectancy-Value framework, as well as implications to educators concerned with enhancing achievement-related choices and outcomes, particularly for girls in relation to maths.
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La, Rocca Michela Anita. "Perception of leadership qualities in higher education : impact of professor gender, professor leader style, situation, and participant gender." [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000103.

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Blue, Kathleen M. "Does education come in pink or blue? the effect of sex segregation on education /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Blue_KMITthesis2009.pdf.

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Fiore, Angela M. "Gender differences in test anxiety." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2949.

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Thesis (M.A.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains viii, 50 p. Includes abstract. Includes bibliographical references (p. 28-34).
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Parker, Joshua C. "Gender differences in the motivation to learn." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Parker_J%20MITthesis%202007.pdf.

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Thiel, Peter Ram Rati. "Gender differences in returns to schooling an international cross-country study /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603525.

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Thesis (D.A.)--Illinois State University, 1995.
Title from title page screen, viewed May 8, 2006. Dissertation Committee: Rati Ram (chair), Anthony L. Ostrosky, Mark S. Walbert. Includes bibliographical references (leaves 63-65) and abstract. Also available in print.
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Books on the topic "Sex differences in education"

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Patricia, Broadfoot, and Sutherland Margaret B. 1920-, eds. Sex differences in education. Abingdon: Carfax Publishing Company, 1987.

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Burton, Nancy W. Sex differences in SAT scores. New York: College Entrance Examination Board, 1988.

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Humrich, Eve. Sex differences in science attitude and achievement. New York: Second International Study, Teachers College, Columbia University, 1992.

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Irvine, Janice M. Sexuality education across cultures: Working with differences. San Francisco: Jossey-Bass Publishers, 1995.

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Lavado, Pablo. Cognitive and non-cognitive skills and wages: The role of latent abilities on the gender wage gap in Peru. Oxford, UK: Young Lives, 2013.

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Jensen, Poul Erik. Gender differences and computer use in education. Copenhagen: Danish Institute for Educational Research, 1989.

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Ireland. Dept. of Education and Science. Statistics Section., ed. Sé sí: Gender in Irish education. Dublin: Statistics Section, Dept. of Education and Science, 2007.

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Educational Research Service (Arlington, Va.), ed. Single-sex schools and classrooms. Alexandria, VA: Educational Research Service, 2007.

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King, Peadar. Gender and learning. Dublin: AONTAS, 2002.

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Sabine, Zauchner, Siebenhandl Karin, and Wagner Michael, eds. Gender in e-learning and educational games: A reader. Innsbruck: Studienverlag, 2007.

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Book chapters on the topic "Sex differences in education"

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Thomas, Hoben. "Varying Viewpoints on Sex Differences." In Monographs in the Psychology of Education, 25–33. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-41272-1_3.

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AbstractConceptual deficiencies, the surprising claim of no math test score sex differences, and other efforts to understand or explain math and other sex differences in task performance are of concern here
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Castro-Alonso, Juan C., and Petra Jansen. "Sex Differences in Visuospatial Processing." In Visuospatial Processing for Education in Health and Natural Sciences, 81–110. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20969-8_4.

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Hamilton, Colin. "Intelligence and Educational Achievement." In Cognition and Sex Differences, 92–116. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-01967-7_5.

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Ellis, Lee, Craig T. Palmer, Rosemary Hopcroft, and Anthony W. Hoskin. "Education, Work, Social Status, and Territorial Behavior." In The Handbook of Sex Differences Volume III Behavioral Variables, 597–781. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003405283-5.

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Keeves, John P., and Malcolm Slade. "Sex and Gender Differences in Educational Outcomes." In International Handbook of Educational Research in the Asia-Pacific Region, 257–68. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_18.

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Eccles, Jacquelynne S. "Why doesn't Jane run? Sex differences in educational and occupational patterns." In The gifted and talented: Developmental perspectives., 251–95. Washington: American Psychological Association, 1985. http://dx.doi.org/10.1037/10054-009.

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Tomaszewski, Wojtek, Francisco Perales, Ning Xiang, and Matthias Kubler. "Differences in Higher Education Access, Participation and Outcomes by Socioeconomic Background: A Life Course Perspective." In Family Dynamics over the Life Course, 133–55. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_7.

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AbstractThe intergenerational transmission of socio-economic status is driven to a significant extent through parents with higher socio-economic status providing advantages to their children as they move through the education system. At the same time, attainment of higher education credentials constitutes an important pathway for upwards social mobility among individuals from low socio-economic family backgrounds. Given the critical importance of higher education for socio-economic outcomes of children, this chapter focuses on young people’s journeys into and out of university. Drawing on the life course approach and opportunity pluralism theory, we present a conceptual model of the university student life cycle that splits individuals’ higher education trajectories into three distinct stages: access, participation and post-participation. Using this model as a guiding framework, we present a body of recent Australian evidence on differences in pathways through the higher education system among individuals from low and high socio-economic status (SES) backgrounds. In doing so, we pay attention to factors such as family material circumstances, students’ school experiences and post-school plans, and parental education and expectations—all of which constitute important barriers to access, participation and successful transitions out of higher education for low SES students. Overall, our results indicate that socio-economic background plays a significant role in shaping outcomes at various points of individual’s educational trajectories. This is manifested by lower chances amongst low-SES individuals to access and participate in higher education, and to find satisfying and secure employment post-graduation. Our findings bear important implications for educational and social policy.
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Kupers, Elisa, Anke de Boer, Judith Loopers, Alianne Bakker, and Alexander Minnaert. "Differentiation and Students with Special Educational Needs: Teachers’ Intentions and Classroom Interactions." In Effective Teaching Around the World, 775–91. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_36.

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AbstractDifferentiation is mainly linked to differences in learning capacities, but studenss differ in more domains: differences in motivation, behavior and special educational needs (SEN) are equally relevant. In line with the world-wide trend towards inclusive education, the aim of this chapter is to shed light on Dutch teachers’ intentions to differentiate, as well as possible differences in interactions between teachers and students with and without SEN in regular secondary vocational educational education. We first analyzed teachers’ online diary entries with regards to their intended differentiation practices for the next lesson. We coded what kind of intentions arise, the level of detail and quality of these intentions and to what kind of differentiation is referred (only cognitive, or possibly also differentiation on domains of behavior, motivation, or students with SEN). Second, we focused on one-to-one classroom interactions between teachers and students with and without special educational needs. We analyzed to what extent there are differences between the interactions of students with and without SEN in terms of teachers’ need-supportive teaching and students’ engagement. Together, these studies contribute to our understanding of differentiation intentions and practices with regards to meeting the needs of all students in diverse classrooms.
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Francis, Ronald. "Sex Differences." In Equality in Theory and Practice, 139–50. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3488-1_10.

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Chen, Wan-Chi. "Sex Differences." In Encyclopedia of Quality of Life and Well-Being Research, 5858–60. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2661.

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Conference papers on the topic "Sex differences in education"

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Blue, Jennifer. "Using Matched Samples to Look for Sex Differences." In 2003 PHYSICS EDUCATION RESEARCH CONFERENCE: 2003 Physics Education Conference. AIP, 2004. http://dx.doi.org/10.1063/1.1807250.

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Pembridge, James J., and Marie C. Paretti. "Differences between same-sex and cross-sex mentoring relationships in capstone design courses." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462256.

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Reviriego-Reinaldo, Noemí. "Junior And Teen Refugee Mental Health: Sex Differences." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.28.

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Křeménková, Lucie. "Generational And Sex Differences In Relation To Empathy Among Pre-Graduate Teachers." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.91.

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Peczuh, Marisa. "Sex Differences in Postsecondary Education and Employment Pathways After High School." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2110210.

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Sinaga, Megawati, Dr Sumarsih, and Rahmad Husein. "Teachers’ Language Style with Reference to Sex Differences in Teaching English." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.123.

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"A Sociolinguistic Study of Sex Differences in Mosuli Arabic in Mosul-Iraq." In Visible Conference on Education and Applied Linguistics 2018. Ishik University, 2018. http://dx.doi.org/10.23918/vesal2018.a2.

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Dong, Jieyi, Xinyu Wang, Wei Xiong, and Ziwen Zhang. "Gender Differences in Sex Education Received by Adolescents in China and the United States." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.008.

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Sisí, Conchita, M. Poveda Fernández, Amalia Escalona, Marta Redondo, Elena Ruiz, and Raquel Reyes. "TEENAGERS INSTAGRAM USE AND ITS RELATIONSHIP WITH ANXIETY LEVELS AND EMOTIONAL REGULATION, DIFFERENCES BY SEX." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2166.

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"910 MEP044 – Sex differences in previous knowledge, education, and disclosure of sports-related concussion among collegiate athletes in Japan." In 7th IOC World Conference on Prevention of Injury and Illness in Sport, Monaco, 29 February–2 March 2024. BMJ Publishing Group Ltd and British Association of Sport and Exercise Medicine, 2024. http://dx.doi.org/10.1136/bjsports-2024-ioc.263.

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Reports on the topic "Sex differences in education"

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Muñoz, Ercio, and Dario Sansone. Matching Patterns among Same-Sex and Different-Sex Couples in Latin America. Inter-American Development Bank, May 2024. http://dx.doi.org/10.18235/0012968.

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Using microdata from the censuses of eight countries in Latin America (Argentina, Brazil, Chile, Colombia, Guatemala, Mexico, Peru, and Uruguay), this paper describes matching patterns by age, ethnicity, and education among same-sex and different-sex couples. It shows that same-sex couples are more diverse than different-sex couples in terms of age, ethnicity, and education, although for ethnicity and education the differences are not large or statistically significant in all countries. It also reports notable differences between male and female same-sex couples, particularly in age and education matching.
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Ponkilainen, Maria, Elina Einiö, Marjut Pietiläinen, and Mikko Myrskylä. Educational differences in fertility among female same-sex couples. Rostock: Max Planck Institute for Demographic Research, November 2022. http://dx.doi.org/10.4054/mpidr-wp-2022-030.

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Marrero, Gustavo A., Gabriela Sicilia, Carlos Bethencourt, Leopoldo Cabrera, Carmen Nieves Pérez, and Ángel S. Marrero. Desigualdad de oportunidades en rendimeinto académico en la educación primaria y educación secundaria obligatoria en Canarias. Universidad de La Laguna (España), 2022. http://dx.doi.org/10.25145/r.2023.02.

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This report characterizes the educational system in the Canary Islands in terms of inequality, inequity and inequality of opportunities in academic performance. We use census and/or sample data on compulsory primary and secondary education students enrolled in 2015-2016, 2016-2017, 2017-2018 and 2018-2019 academic years. This data is provided by the Agencia Canaria de Calidad Universitaria y Evaluación Educativa (ACCUEE) through its periodic diagnostic assessment reports. Our results reveal that, in terms of inequality and inequity in compulsory secondary education, Canary Islands are not situated in a bad position with respect to Spain and OCDE. However, although we do not find significant differences in inequality between primary and secondary education, we do find strong differences in inequity in academic performance. We show that students’ socioeconomic status plays a more important role in compulsory secondary education and in the English course. We estimate a regression model to analyse the variables that explain inequality of opportunity in academic performance. We conclude that, considering our set of circumstances, inequality of opportunity explains 36%, 38% and 46% of total inequality in the third and sixth stages of primary education and the fourth stage of compulsory secondary education, respectively, and that inequality of opportunities is higher in secondary education and in the English course. Among our set of circumstances, parents’ education and occupation, the number of books in the household and household income are the most important ones both in primary and secondary education, being parents’ education especially relevant in primary education and the number of books in secondary education. This work contributes to the identification of the sources of inequality of opportunities in the Canary Islands. Therefore, our results are intended to be helpful in shaping education policies aimed at improving the equity of the educational system.
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Contreras, M. Ignacia, Suzanne Duryea, and Claudia Martínez. The Effect of the Pandemic on the Transition to Tertiary Education in Chile: A Focus on Students with Disabilities. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004862.

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Using a rich set of administrative data, we study the effect of the COVID-19 pandemic on the transition to tertiary education for students with disabilities in Chile. Enrollment rates in primary and secondary education in Chile differ by less than 2 percentage points for students with or without disabilities, but there is an approximately 17 percentage point gap in enrollment in tertiary education. Our difference in differences analysis finds that the pandemic significantly decreased the probability of students with disabilities taking the admission test to tertiary education and enrolling in high-quality tertiary institutions, increasing the inequality in tertiary education. While the pandemic affected the transition to higher education for all students in Chile, students with disabilities were more adversely affected. Understanding how the pandemic has affected opportunities for students with disabilities is critical for informing policies of inclusion.
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Filmer, Deon. Long-Lived Consequences of Rapid Scale-Up? The Case of Free Primary Education in Six Sub-Saharan African Countries. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/128.

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Across six Sub-Saharan African countries, grade 4 students of teachers who were hired after a free primary education reform perform worse, on average, on language and math tests—statistically significantly so in language—than students of teachers who were hired before the reform. Teachers who were hired just after the reform also perform worse, on average, on tests of subject content knowledge than those hired before the reform. The results are sensitive to the time frames considered in the analysis, and aggregate results mask substantial variation across countries—gaps are large and significant in some countries but negligible in others. Analysis of teacher demographic and education characteristics—including education level or teacher certification—as well as teacher classroom-level behaviors reveals few systematic differences associated with being hired pre- or post-reform.
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6

Case, Anne, and Christina Paxson. Sex Differences in Morbidity and Mortality. Cambridge, MA: National Bureau of Economic Research, July 2004. http://dx.doi.org/10.3386/w10653.

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7

Bermingham, Rowena. Relationships and Sex Education. Parliamentary Office of Science and Technology, June 2018. http://dx.doi.org/10.58248/pn576.

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Teaching about relationships and sex in UK schools often focuses on the biology of reproduction. Stakeholders have called for lessons to cover a broader range of issues, such as healthy relationships and the risks posed by using digital technology. The subject Relationships and Sex Education (RSE) will become statutory in all secondary schools in England in the near future. There is ongoing consultation into what will be included in the statutory guidance for RSE. This POSTnote reviews evidence on the potential outcomes of RSE in schools and how to maximise its effectiveness.
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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12% of the gap between Vietnam and India, raising the overall explained portion to 14-21% of the gap. For Peru, it explains most (65-84%) of the gap.
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Russell, Christina A. Centering Wellbeing: Advancing Social Emotional Learning for All. Digital Promise, April 2023. http://dx.doi.org/10.51388/20.500.12265/177.

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The Working Group on Social Emotional Learning (SEL) and Learning Differences was launched in 2021 as an initiative of the Global Cities Education Network (GCEN). Fourteen school districts each worked to implement a unique action plan designed to strengthen SEL supports in their district, including for students with learning differences. Districts drew on expertise and resources shared in the working group and adapted the strategies to meet their needs. The learning centered on deep dives into two international school systems: a virtual site visit to Surrey Schools (British Columbia, Canada) and an in-person convening in Melbourne (Victoria, Australia). This report features four case studies and shares lessons learned and strategies implemented by the districts.
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Gaviria, Alejandro, Jere R. Behrman, and Miguel Székely. Intergenerational Mobility in Latin America. Inter-American Development Bank, June 2001. http://dx.doi.org/10.18235/0010793.

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High inequality has long been regarded as one of the main problems facing Latin American countries. To understand better the determinants of inequality and to help guide thinking about policy options, it is useful to know whether inequality mainly reflects low intergenerational mobility or whether it is driven by differences in individual characteristics that arise independently of family background. In this paper we use five household surveys with questions about parental socioeconomic characteristics for adults, and a set of 112 standard household surveys to examine the intergenerational transmission of schooling and occupational status in Latin America and the United States. We find that intergenerational mobility is much higher in the United States than in Latin America, that there are sizable differences in mobility within Latin America, and that mobility in Latin America is strongly associated with schooling levels and expenditures on education.
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