Artykuły w czasopismach: „Boys’ education”

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Fromme, Rebecca E., i Catherine Emihovich. "Boys will be Boys". Education and Urban Society 30, nr 2 (luty 1998): 172–88. http://dx.doi.org/10.1177/0013124598030002003.

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Crott, Angela J. M., i Fabian Schurgers. "Boys Need Boy Education". Boyhood Studies 8, nr 2 (1.09.2015): 108–11. http://dx.doi.org/10.3167/bhs.2015.080209.

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Christina Hoff Sommers. 2013. The War Against Boys: How Misguided Policies Are Harming Our Young Men. New and revised ed. New York: Simon & Schuster. 288 pp. ISBN: 9781451644180 (hb), 9781501125423 (pb, published 2015) 9781439126585 (e-bk)

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Wood, Alan. "Sex education for boys". Health Education 98, nr 3 (czerwiec 1998): 95–99. http://dx.doi.org/10.1108/09654289810208576.

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Budde, Jürgen, i Thomas Viola Rieske. "Boys, Masculinity, and Education". Boyhood Studies 16, nr 2 (1.12.2023): 1–6. http://dx.doi.org/10.3167/bhs.2023.160201.

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During the 1990s and 2000s, many countries witnessed new discourses on boys and education both within research and the wider popular discourse. This took place in the context of a feminist critique of patriarchal relations, a global monitoring of education, and an increased interest in the negative consequences of traditional masculinity, not only for women, queer people, or the nature and global ressources, but also for boys and men themselves. Mainly, the discussions centred on three key topics. First, boys’ encountering, incorporating, and/or resisting cultural ideas of masculinity were being looked at with a strong focus on gender hierarchies and gender norms (Connell 2000; Kimmel 2008; Plummer 1999; Salisbury and Jackson 1996). Second, boys’ situations in educational institutions were discussed controversially with regard to disadvantages and/or privileges of boys in education (Epstein et al. 1998; Kenway et al. 1997; Martino et al. 2009). Third, the situations of particular groups of boys were explored, acknowledging the diversity of boys and the intersectionality of masculinity and gender with other social categories and hierarchies (Martino and Pallotta-Chiarolli 2003; Nayak 2003).

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Pickering, Jon, i Caroline Lodge. "Boys’ underachievement – challenging some assumptions about boys". Improving Schools 1, nr 1 (marzec 1998): 54–60. http://dx.doi.org/10.1177/136548029803010120.

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Scambor, Elli, i Victor Seidler. "Boys in Education in Europe". Boyhood Studies 7, nr 1 (1.03.2013): 3–20. http://dx.doi.org/10.3149/thy.0701.3.

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The paper discusses the phenomenon of the “boy crisis” in education by following trajectories which seek to describe the situation of boys at school in different countries across Europe in its complexity. The current study of the Role of Men in Gender Equality (Scambor, Wojnicka & Bergmann, eds., 2012) offers an international comparison of the situation of boys and outlines major trends related to gender disparities in education across Europe. An in-depth analysis of male early school leavers leads to a deeper understanding of boys and men as heterogeneous social groups. Relations between so called “costs” and “privileges” in education show considerable varieties due to differences between boys, with educational careers being strongly influenced by social class, “race,” and ethnicities as well as migration backgrounds.

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Morgan Ward, Michael Rhys. "The politics of policy in boys’ education: getting boys ‘right’". Journal of Education Policy 27, nr 3 (maj 2012): 442–43. http://dx.doi.org/10.1080/02680939.2011.642654.

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Henderson, A. Scott. "Boys in Crisis?" Educational Forum 71, nr 2 (30.06.2007): 186–87. http://dx.doi.org/10.1080/00131720708984931.

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Martin, Andrew J. "Boys and motivation". Australian Educational Researcher 30, nr 3 (grudzień 2003): 43–65. http://dx.doi.org/10.1007/bf03216797.

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White, Bozena. "Are Girls Better Readers than Boys? Which Boys? Which Girls?" Canadian Journal of Education / Revue canadienne de l'éducation 30, nr 2 (1.01.2007): 554. http://dx.doi.org/10.2307/20466650.

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Morrish, David. "Blitzkrieg on Boys". Pastoral Care in Education 16, nr 1 (marzec 1998): 21–25. http://dx.doi.org/10.1111/1468-0122.00080.

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Young, Josephine Peyton, i William G. Brozo. "Boys Will Be Boys, or Will They? Literacy and Masculinities". Reading Research Quarterly 36, nr 3 (9.07.2001): 316–25. http://dx.doi.org/10.1598/rrq.36.3.4.

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Blenkinsop, Sean, Laura Piersol i Michael De Danann Sitka-Sage. "Boys being boys: Eco-Double consciousness, splash violence, and environmental education". Journal of Environmental Education 49, nr 4 (12.09.2017): 350–56. http://dx.doi.org/10.1080/00958964.2017.1364213.

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Daly, Caroline. "Reading Boys". Changing English 6, nr 1 (marzec 1999): 7–17. http://dx.doi.org/10.1080/1358684990060102.

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MARTINO, WAYNE, i DEBORAH BERRILL. "Boys, Schooling and Masculinities: Interrogating the 'Right' way to educate boys". Educational Review 55, nr 2 (czerwiec 2003): 99–117. http://dx.doi.org/10.1080/0013191032000072164.

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Place, J. Dianne. "‘Boys will be boys’ — boys and under-achievement in MFL". Language Learning Journal 16, nr 1 (wrzesień 1997): 3–10. http://dx.doi.org/10.1080/09571739785200201.

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Deford, Frank. "Athletics and the Education of Boys". Teachers College Record: The Voice of Scholarship in Education 110, nr 14 (listopad 2008): 30–32. http://dx.doi.org/10.1177/016146810811001409.

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Davison, Kevin. "Boys' Bodies in School: Physical Education". Journal of Men's Studies 8, nr 2 (1.01.2000): 255–66. http://dx.doi.org/10.3149/jms.0802.255.

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deford, frank. "Athletics and the Education of Boys". Yearbook of the National Society for the Study of Education 107, nr 2 (październik 2008): 30–32. http://dx.doi.org/10.1111/j.1744-7984.2008.00157.x.

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Huttunen, Kristiina, Tuomas Pekkarinen, Roope Uusitalo i Hanna Virtanen. "Lost boys? Secondary education and crime". Journal of Public Economics 218 (luty 2023): 104804. http://dx.doi.org/10.1016/j.jpubeco.2022.104804.

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Barnes, Douglas, i Joan Swann. "Boys, Girls and Language". British Journal of Educational Studies 41, nr 1 (marzec 1993): 76. http://dx.doi.org/10.2307/3122436.

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GN. "Raising up White Boys?" Teachers College Record: The Voice of Scholarship in Education 102, nr 6 (grudzień 2000): 1112–14. http://dx.doi.org/10.1177/016146810010200606.

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Maranto, Robert, Kristen Carroll, Albert Cheng i Manuel P. Teodoro. "Boys will be superintendents". Phi Delta Kappan 100, nr 2 (24.09.2018): 12–15. http://dx.doi.org/10.1177/0031721718803563.

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Even though the teaching profession is dominated by women, men hold more superintendent positions. The authors examine the pipeline that leads to the principalship and the superintendency and how it has evolved over time. They note school boards are more likely to perceive high school principals and athletic coaches as plausible superintendents, in contrast to elementary principals and curriculum specialists. In addition, elementary education majors, mostly women, tend to be more conservative and thus may choose family over advancement to a more demanding position. They discuss why having more women in high-level leadership is valuable and ways to reform the gendered career track.

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Culley, Lorraine. "Girls, Boys and Computers". Educational Studies 14, nr 1 (styczeń 1988): 3–8. http://dx.doi.org/10.1080/0305569880140101.

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Lindsay, Geoff, i Daniel Muijs. "Challenging underachievement in boys". Educational Research 48, nr 3 (listopad 2006): 313–32. http://dx.doi.org/10.1080/00131880600992389.

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Easlick, David K., i Thomas Short. "Frat boys at bay". Academic Questions 5, nr 4 (grudzień 1992): 84–92. http://dx.doi.org/10.1007/bf02683099.

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Sullvarna‐Hall, Jennie. "Boys’ Technology, Girls’ Technology". Early Years 13, nr 2 (marzec 1993): 37–39. http://dx.doi.org/10.1080/0957514930130208.

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Edilova, Mariam, i Adilet Usenov. "EDUCATION AND GENDER". Alatoo Academic Studies 22, nr 3 (30.09.2022): 367–79. http://dx.doi.org/10.17015/aas.2022.223.45.

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This research article presents a scientific analysis of the issue of gender in education, which is an important branch of state social policy. The main results of the study are confirmed by statistics. The article notes that gender stereotypes based on masculinity and feminism and their hierarchy are sexist in relation to women. It is also revealed that gender stereotypes can be found in names, clothing and toys from birth, that boys and men also suffer from stereotypes. There are also assumptions about equal access to education and gender equality in the proportion of men and women involved in education, according to the latest statistics, girls now complete secondary school (10-11 grades), and boys begin vocational training after the 9th grade, often for family reasons, nevertheless, the decline in the level of education of women in Kyrgyzstan, facts of early marriage of girls, especially in rural areas, especially privileged treatment of boys were analyzed from the philosophical to.

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Reay, Diane. "Working with Boys". Gender and Education 2, nr 3 (styczeń 1990): 269–82. http://dx.doi.org/10.1080/0954025900020302.

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ALLOWAY, NOLA, PAM GILBERT, ROB GILBERT i ROBYN HENDERSON. "Boys Performing English". Gender and Education 15, nr 4 (grudzień 2003): 351–64. http://dx.doi.org/10.1080/09540250310001610562.

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31

Katch, Hannah, i Jane Katch. "Voices Inside Schools: When Boys Won't Be Boys: Discussing Gender with Young Children". Harvard Educational Review 80, nr 3 (1.09.2010): 379–91. http://dx.doi.org/10.17763/haer.80.3.l0274358k6406234.

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In this Voices Inside Schools essay, Hannah Katch and Jane Katch reflect on gender roles and how they are enacted in the classroom. When Timothy, a student in Jane's kindergarten class, refuses to count himself as one of the boys during a math lesson,Jane begins a conversation about social constructions of gender with her daughter,Hannah. Writing in separate voices, Jane, whose narrative appears in plain text, and Hannah, whose narrative appears in italics, raise critical questions about the rigidity of gender roles and the importance of discussing gender with young children.

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Reichert, Michael C., i Peter Kuriloff. "Boys’ Selves: Identity and Anxiety in the Looking Glass of School Life". Teachers College Record: The Voice of Scholarship in Education 106, nr 3 (marzec 2004): 544–73. http://dx.doi.org/10.1177/016146810410600306.

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In the last decade, boys’ lives, and particularly their school achievement, have come under increasing scrutiny. While dominant discourses have stressed boys as victims, schools as failing boys, and an essentialist view that boys will be boys, few take account that boys develop their self-concepts in the looking glass of the variously gendered academic and social curricula of schools. Yet understanding how boys form their sense of self is crucial, as much research has shown that students’ self-concepts have a strong relationship with their grades. This exploratory study attempts to address this need, finding that the addition of a measure of boys’ social anxiety significantly enhanced the statistical explanation of self-concept. Follow-up interviews with 27 boys helped us to understand the nature of their social anxiety and its relationship to the power dynamics and traditions of the particular school we studied. We conclude by suggesting ways such schools may be able to help boys reduce their anxiety and enhance their senses of self.

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33

Raider-Roth, Miriam, Marta Albert, Ingrid Bircann-Barkey, Eric Gidseg i Terry Murray. "Teaching Boys: A Relational Puzzle". Teachers College Record: The Voice of Scholarship in Education 110, nr 2 (luty 2008): 443–81. http://dx.doi.org/10.1177/016146810811000206.

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Focus of Study This article investigates how teachers’ relationships with boys can be central in bolstering boys’ resilience and connection to their work in schools. Specifically, we examine how teachers understand the ways that their relationships with boys shape their teaching practice as well as their understandings of boys’ learning in school. As school violence perpetrated by boys continues to make the headlines, and as many boys’ achievement continues to lag behind that of girls, especially boys of color and boys in the lower socio-economic classes, we must engage the question of how teachers come to know the boys they teach. Context Recently, boys’ development and performance in school have taken center stage in educational research on gender and schooling. Building on a significant history of research on classroom relationships as well as current findings that reveal the centrality of relationships in children's learning, this article seeks to investigate the ways that socio-cultural forces of gender both shape teachers’ conceptions of relationships with boys as well as teachers’ capacity to connect with the boys they teach. Methodology In order to examine the prevailing research questions, a Teaching Boys Study Group was formed, comprised of thirteen pre-K-12 teachers. Teachers presented detailed descriptions of individual boys to each other and then examined questions of pedagogy, gender and identity. The data were analyzed using a qualitative voice-centered relational method that required multiple listenings or readings of the data in order to surface the central tensions that the teachers confronted when considering their relationships with the boys they teach. Findings Our findings revealed two central tensions that teachers confront when considering the intersection of gender and the relational context of teaching and learning. The first tension encompasses teachers’ efforts to locate, appreciate and preserve boys’ individuality while at the same time confronting the pressures that teachers face to act as forces of enculturation. The second tension focuses on the complexity involved in locating teachers’ teaching identities—especially the ways that gender shapes their teaching identities—while at the same time identifying the meanings that boyhood holds for their male students. This tension became particularly acute when examining issues of boys’ resistance to school and to teachers. Conclusions These findings suggest that the ways teachers come into relationships with boys shape and are shaped by the teachers’ identity, the extent to which the boys express resistance to the school and classroom culture, and the forces of the school culture on both the teacher and the boy. When teachers can become aware of these forces, they have the capacity to investigate their own life histories, seek insight and support from colleagues, and revisit and hone their practice. Such awareness allows teachers to enter into relationship with the boys they teach, resist the forces of relational disconnection, and ultimately support their students’ learning. The findings suggest the essential need for and careful planning of professional development contexts that can support teachers’ inquiry into issues of gender, identity, teaching and learning.

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Keddie, Amanda, i Martin Mills. "Teaching for Gender Justice". Australian Journal of Education 51, nr 2 (sierpień 2007): 205–19. http://dx.doi.org/10.1177/000494410705100208.

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Since the mid 1990s ‘boys' as an equity concern have come to dominate the gender and education agenda in many countries. This has been particularly the case in Australia where substantial funding has been invested in research to investigate boys' issues, into a federal parliamentary inquiry into boys' education and into schools that have a particular focus on improving boys' education. The discourses that work to construct boys as an equity concern have had differing impacts upon teachers' philosophies and practices in relation to boys' education. In this paper we locate two teacher stories within the context of broader gender equity discourses in Australia. Against a backdrop that attempts to articulate the primary concerns of two secondary teachers in relation to effectively teaching boys, the stories explore implications for gender justice that can be associated with, on the one hand, an affirmative approach, and on the other, a transformative approach to issues of boys and schooling.

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Davidson, Neil. "Oh boys! Sex education and young men". Health Education 96, nr 3 (czerwiec 1996): 20–23. http://dx.doi.org/10.1108/09654289610112385.

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Comber, Chris, David J. Hargreaves i Ann Colley. "Girls, Boys and Technology in Music Education". British Journal of Music Education 10, nr 2 (lipiec 1993): 123–34. http://dx.doi.org/10.1017/s0265051700001583.

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Information technology is having a profound impact upon the music curriculum, and there is general agreement that boys and girls should have equal opportunities to benefit from it. Although music has traditionally been a subject in which girls predominate, technology is clearly stereotyped as a male preserve. The present paper reports some findings from the Leverhulme Trust-funded ‘Gender and educational computing in the humanities’ project at the University of Leicester, which is using survey and interview techniques with a large sample of pupils and teachers in the Midlands to investigate these questions. The preliminary results suggest that boys are more confident in their use of music technology; that they are showing an increasing interest in music as a result of it; and that teachers have a crucial role to play in ensuring that girls are not disadvantaged in the use of music technology.

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Atkinson, Michael, i Michael Kehler. "Boys, Bullying and Biopedagogies in Physical Education". Thymos: Journal of Boyhood Studies 6, nr 2 (15.07.2012): 166–85. http://dx.doi.org/10.3149/thy.0602.166.

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Anggraeni, Sri Wulan, Yayan Alpian, Harmawati Harmawati i Winda Anggraeni. "Exploring confidence in boys' elementary dance education". Journal of Education and Learning (EduLearn) 18, nr 1 (1.02.2024): 201–8. http://dx.doi.org/10.11591/edulearn.v18i1.21121.

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This study explored low self-confidence in elementary school male students and strategies to overcome it. This study used a qualitative descriptive approach, focusing on 18 fifth grade students. Data collection methods included interviews, classroom observations, and self-confidence questionnaires. Data analysis followed the Miles and Huberman model (data reduction, data presentation, and conclusion drawing). The results showed that most male students lacked confidence in solo dancing but were confident in groups. The inhibiting factors included lack of previous experience, discomfort in front of peers, fear of judgment, lack of support and encouragement, and lack of practice and preparation. To overcome these issues, inclusive learning strategies, support, and a supportive environment are essential. Eliminating gender stereotypes in dance education is also important. The implications of this study underscore the need to create a positive and inclusive environment for male students to develop their confidence and interest in dance. It is expected that their participation and involvement in arts activities at school will increase.

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Nelson, Joseph Derrick. "Relational Teaching with Black Boys: Strategies for Learning at a Single-Sex Middle School for Boys of Color". Teachers College Record: The Voice of Scholarship in Education 118, nr 6 (czerwiec 2016): 1–30. http://dx.doi.org/10.1177/016146811611800608.

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Background/Context Positive teacher-student relationships are critical for Black boys’ learning across single-sex and coeducational environments. Limited attention to these relationships by school professionals is rooted in deficit-oriented conceptions of boyhood and Black masculinity. The popular message of deficiency and pathology is clear: Black boys and men are either dangerous or at-risk and need to be saved. Such narrow conceptions are destructive, operate unconsciously, skew teachers’ perceptions of who boys are, and distort teachers’ efforts to meet boys’ distinct learning needs. A “boy crisis” in U.S. education has been characterized by a set of distressing school outcomes in specific learning categories. Racial marginalization and poverty only serve to exacerbate these negative academic outcomes, whereby low-income Black boys remain in the bottom quartile across all achievement measures. Scholars have recently begun to partly attribute boys’ underachievement to a lack of emphasis on the relational dimension of schools. Purpose/Focus of the Study (1) Illustrate how a set of relational teaching strategies supported Black boys’ engagement and learning, and (2) further contribute boys’ “voice” to a counternarrative, which strives to complicate and dispel negative race and gender stereotypes associated with Black males in the United States. Setting/Population/Participants This study employs a relational teaching framework to examine the learning relationships among teachers and a full cohort of eighth-grade Black boys (N = 27) at a single-sex middle school for boys of color in New York City. Research Design/Data Collection In-depth interviews from a critical ethnography conducted at the school-site (2011–2012) culled boys’ narratives of their teacher-student relationships. Findings/Discussion Boys particularly expressed how teachers must foremost convey mastery of course content, with a lucid set of humane behavioral expectations. Narratives from the boys revealed how relationally effective teachers consistently enacted the following gestures: reaching out and go beyond; personal advocacy; establishing common ground; and accommodating opposition. Teachers demonstrated the capacity to acquire and refine relational gestures, but relationship struggles among the boys and their teachers were commonplace. Core findings include: (a) Boys illuminated how specific aspects of the school context facilitated successful enactment of the relational teaching strategies by teachers; (b) teachers’ use of the relational strategies was also facilitated by the social categories of race, gender, and class the boys embodied; (c) boys’ engagement and learning benefitted from positive teacher–student relationships, which ensued after effective use of the relational teaching strategies; and (d) relational teaching with Black boys is not limited to either single-sex or coeducational learning environments.

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Gebhard, Susan. "The Lost Boys (and Girls)". Journal of Teacher Education 57, nr 5 (listopad 2006): 454–63. http://dx.doi.org/10.1177/0022487106294087.

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Holland, Vivienne. "Underachieving Boys: Problems and Solutions". Support for Learning 13, nr 4 (listopad 1998): 174–78. http://dx.doi.org/10.1111/1467-9604.00084.

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Bhana, Deevia. "“Boys will be boys”: what do early childhood teachers have to do with it?" Educational Review 61, nr 3 (sierpień 2009): 327–39. http://dx.doi.org/10.1080/00131910903045963.

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Kienhorst, C. W. M., E. J. de Wilde, J. van den Bout, M. I. Broese van Groenou, R. F. W. Diekstra i W. H. G. Wolters. "Self‐Reported Suicidal Behavior in Dutch Secondary Education Students". Suicide and Life-Threatening Behavior 20, nr 2 (czerwiec 1990): 101–13. http://dx.doi.org/10.1111/j.1943-278x.1990.tb00093.x.

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ABSTRACT: From nearly 10,000 secondary education students in The Netherlands, aged 14–20, data were collected on the prevalence of suicide attempts and recent thoughts about suicide and death. In this sample, 3.3% of the girls and 1.3% of the boys indicated that they had attempted suicide. The youngest students already reported as many attempts as the eldest, which is remarkable. Differences between boys and girls and between various types of schools were not substantial. We also found that 5.2% of the girls and 2.2% of the boys currently had thoughts of suicide. Again, there was no substantial difference as regards sex, type of school, and age. There was, however, a (small) difference between boys and girls concerning thoughts of death—namely, 9.3% of the girls versus 4.8% of the boys.

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Nelson, Joseph. "Relational Teaching with Boys". Boyhood Studies 8, nr 1 (1.03.2015): 141–44. http://dx.doi.org/10.3167/bhs.2015.080110.

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Drummond, Murray. "Boys' Bodies in Early Childhood". Australasian Journal of Early Childhood 37, nr 4 (grudzień 2012): 107–14. http://dx.doi.org/10.1177/183693911203700415.

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Preston, Teresa. "The Editor’s Note: Modeling a positive future for all genders". Phi Delta Kappan 104, nr 7 (kwiecień 2023): 4. http://dx.doi.org/10.1177/00317217231168254.

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Young people of all genders need role models from their community to help them see a path ahead. But many boys lack these kinds of positive role models in school. Teresa Preston, Kappan’s editor-in-chief, previews the April 2023 Kappan on “Educating Boys.” The articles in the issue describe the importance of role models for boys of color, for boys who might excel in the humanities, and for boys who are vulnerable to the influence of online misogynists and provocateurs.

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Shaywitz, Sally E., John M. Holahan, Daniele A. Freudenheim, Jack M. Fletcher, Robert W. Makuch i Bennett A. Shaywitz. "Heterogeneity Within the Gifted: Higher IQ Boys Exhibit Behaviors Resembling Boys With Learning Disabilities". Gifted Child Quarterly 45, nr 1 (styczeń 2001): 16–23. http://dx.doi.org/10.1177/001698620104500103.

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Kołodziej, Halina, i Sławomir Kozieł. "Recent trends in stature of 14-year-old boys from Wrocław, Poland". Anthropological Review 65 (30.06.2002): 57–63. http://dx.doi.org/10.18778/1898-6773.65.05.

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The aim of this study was to investigate the educational groupspecific secular trends in stature of 14-year-old boys from Wrocław. The study was based on two cohorts of boys measured in 1987 and 1997. On the basis of mother and father education level divided into three categories, social sub-groups were selected. During the period 1987-97 the mean stature of 14-year-old boys has risen from 163.6 cm in 1987 to 165.6 cm in 1997. Growth trends were positive in all sub-groups selected on the basis of father education. The analysis of secular changes in body height within the separated social sub-groups showed that boys whose fathers had a university education were the tallest and boys whose fathers had basic vocational or elementary school education were the shortest. The greatest increment in body height (2.82 cm) took place in the sub-group of boys whose fathers had secondary school education. In all of the sub-groups selected on the basis of mother education the growth trends were positive. The boys from the sub-group where the mother had secondary school education experienced the largest increment in body height during the period 1987-97.

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Malinauskas, Romualdas, i Artūras Akelaitis. "THE OPTIMISM EXPRESSION FOR MIDDLE SCHOOL AGE STUDENTS IN PHYSICAL EDUCATION CLASSES". Baltic Journal of Sport and Health Sciences 4, nr 99 (2015): 30–38. http://dx.doi.org/10.33607/bjshs.v4i99.100.

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Background. The paper strives to answer the question what is optimism expression for middle school age students in physical education classes. The following hypothesis was tested: optimism expression of boys would be higher than those of girls. The aim of our study was to examine the optimism expression for middle school age students in physical education classes. Methods. The independent random sample consisted of 214 students of middle school age (108 girls and 106 boys). According to the attendance of physical education classes respondents by were divided into two groups: those who did not attend physical education classes for one month or more were assigned to the group of students not attending physical education classes, and others – the group of students attending physical education classes. The measure of optimism expression was evaluated using Dember’s Optimism/Pessimism Scale. Results. The hypothesis that optimism expression of boys would be higher than that of girls was confirmed. The comparison of optimism expression between boys and girls revealed that optimism expression for boys of middle school age was higher (p < .05) than that of girls. The comparison of optimism expression among students attending and not attending physical education classes revealed that middle school age students (boys, girls) attending physical education classes were more optimistic (p < .05). Conclusions. It was found that the optimism of middle school age boys was higher in physical education classes comparing them to girls of the same age, and middle school age students (boys and girls) who attended physical education classes were more optimistic.

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Ahmad, Nor Aniza, Siti Aishah Hassan, Abdul Razak Ahmad, Chua Lay Nee i Nor Hashim Othman. "The Trend of Academic Achievement among Malaysian Boys and Girls: Where are the Boys?" GATR Global Journal of Business Social Sciences Review 5, nr 1 (24.01.2017): 01–08. http://dx.doi.org/10.35609/gjbssr.2017.5.1(1).

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Objective - Gender differences in education remain as one of the global issues that has been widely and comprehensively discussed. This study aims at exploring the pattern of academic achievement of boys and girls in Malaysia. Methodology/Technique - The study analyzes the data of student achievement in public examination from 2008 until 2014, which were obtained from the Malaysian Examination Board. Findings - The findings showed that Malaysian girls performed better than Malaysian boys. The findings also showed that there were significant differences in academic achievement between the boys and the girls. Novelty - This study implicated the need to identify the factors causing the achievement gap across genders. Hence, strategies and interventions can be undertaken to reduce the gap. Type of Paper - Empirical Keywords: Academic Achievement; Boy's Performance; Girl's Performance; Gender Differences. JEL Classification: I21, I23

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Artykuły w czasopismach na temat „Boys’ education”

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