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Teacher perceptions of the adolescen...

Niles, John D.

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Teacher perceptions of the adolescent gender gap in academic achievement in Trinidad and Tobago.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher perceptions of the adolescent gender gap in academic achievement in Trinidad and Tobago./
作者:	Niles, John D.
面頁冊數:	176 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0481.
Contained By:	Dissertation Abstracts International65-02A.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3121031
ISBN:	0496683861

Teacher perceptions of the adolescent gender gap in academic achievement in Trinidad and Tobago.
Niles, John D.

Teacher perceptions of the adolescent gender gap in academic achievement in Trinidad and Tobago. - 176 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0481.

Thesis (Ph.D.)--University of South Florida, 2004.

This study developed the Teacher Perceptions of the Adolescent Gender Gap in Academic Achievement Survey. This 54 item instrument measured teachers' views on why girls were outperforming boys academically and provided initial validation evidence. It included 6 demographic items and items measuring the constructs of Teacher Expectations and Teacher Attributions, Teacher Perceptions of Student Motivation, Teacher Perceptions of Peer Effect, Teacher Classroom Interaction, and Parental Input. Five hundred and forty-five middle school teachers from the Caribbean Country of Trinidad and Tobago participated in the study. The gender gap was computed for each teacher by taking randomly selected examination scores for each teacher for three girls and three boys and taking the difference of the mean of the scores. Cronbach alphas for the six subscales ranged from .69 to .94. Exploratory factor analysis indicated that Teacher Attributions should be subdivided into separate constructs of External and Internal Attributions, while Teacher Perceptions of Student Motivation, and Teacher Perceptions of Peer Effect should be combined into one construct. Confirmatory factor analysis indicated a less than ideal fit, chi 2 (540) = 1827.34, p < .0001. The major source of misfit involved correlated errors between items, particularly in the constructs of Attribution and Motivation.

ISBN: 0496683861Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Teacher perceptions of the adolescent gender gap in academic achievement in Trinidad and Tobago.
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500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0481.
500 $a Co-Major Professors: Robert Dedrick; Bruce Hall.
502 $a Thesis (Ph.D.)--University of South Florida, 2004.
520 $a This study developed the Teacher Perceptions of the Adolescent Gender Gap in Academic Achievement Survey. This 54 item instrument measured teachers' views on why girls were outperforming boys academically and provided initial validation evidence. It included 6 demographic items and items measuring the constructs of Teacher Expectations and Teacher Attributions, Teacher Perceptions of Student Motivation, Teacher Perceptions of Peer Effect, Teacher Classroom Interaction, and Parental Input. Five hundred and forty-five middle school teachers from the Caribbean Country of Trinidad and Tobago participated in the study. The gender gap was computed for each teacher by taking randomly selected examination scores for each teacher for three girls and three boys and taking the difference of the mean of the scores. Cronbach alphas for the six subscales ranged from .69 to .94. Exploratory factor analysis indicated that Teacher Attributions should be subdivided into separate constructs of External and Internal Attributions, while Teacher Perceptions of Student Motivation, and Teacher Perceptions of Peer Effect should be combined into one construct. Confirmatory factor analysis indicated a less than ideal fit, chi 2 (540) = 1827.34, p < .0001. The major source of misfit involved correlated errors between items, particularly in the constructs of Attribution and Motivation.
520 $a Peer Input had a significant correlation with gap scores, and also explained the largest proportion of the variance (.426) in the gap scores. Other significant contributors were motivation, the classroom behavior of boys, and whether or not the teacher had a bachelor's degree or was a trained teacher. The six constructs collectively explained 12.6% of the variance.
520 $a This study identifies the need for educators to develop curriculum that will motivate boys to be more willing participants in the academic school process, and remove the negative values that many boys seem to place on academic performance.
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