Sammendrag
Schools with small gender differences
Summary
In recent years it has been well documented that girls? educational outcome are
better in school than boys. This applies both in relation to academic
achievement, development of social skills and their behavior at school.
Furthermore, it is also results which tell that 7 of 10 pupils who receive
special needs education are boys. To some extent it can be argued that the
girls are winning in the system of education today, and that there are a large
proportion of boys who fail and fall outside.
In this study from a large quantitative data we identified four schools with
relatively small gender differences. In these schools the boys educational
outcome are about as well and in some respects better than the girls.
Generally, it is also a good learning outcome for all pupils in these schools.
Both in reading, writing, mathematics and English are the boys? success as a
good knowledge and skills, and the boys also show appropriate behavior and are
well being in these schools. In these schools with small gender differences,
we interviewed school administrators, teachers and pupils to determine the
characteristics of their schools, learning environment and the teaching that
takes place there. From this we attempt to gain an understanding of and some
explanations as to why the boys succeeded fairly well in these schools.
The primary and most important statements we have on the small gender
differences we find here is related to this schools as with a good educational
system in general. There are a number of common features of the educational
practices implemented in these schools and it is this practice that gives good
results for both boys and girls. This is related to both teaching and learning
environment in schools. We can say that these four schools are good schools
with teachers who take responsibility and stand out as obviously adults. It is
a supportive and positive relationship between pupils and teachers, pupils
experience recognition from teachers and there is good structure in the
instructions. This is in accordance with international educational research
which explains that these factors have a major impact on pupils? outcome of
learning.
We find relatively modest of the very individualized instruction which emphasis
on the pupils? responsibility for learning, principle of work plan for
learning outcome and other forms of self-regulated learning. It may be that
the highly individualized instruction can mean more problems and challenges
for boys, than girls, and that it can without doubt be larger gender
differences in schools that emphasize such principle for instruction and
teaching.
There are relatively few boys ?oriented activities in these schools, and they
are at best only a secondary explanation for the boys' positive results. To
the extent that schools make an adjustment to the boys needs it happen by
adapting some of the content in the school subjects to boys? interests and
values.
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Vitenskapelig sammendrag
Schools with small gender differences
Summary
In recent years it has been well documented that girls? educational outcome are
better in school than boys. This applies both in relation to academic
achievement, development of social skills and their behavior at school.
Furthermore, it is also results which tell that 7 of 10 pupils who receive
special needs education are boys. To some extent it can be argued that the
girls are winning in the system of education today, and that there are a large
proportion of boys who fail and fall outside.
In this study from a large quantitative data we identified four schools with
relatively small gender differences. In these schools the boys educational
outcome are about as well and in some respects better than the girls.
Generally, it is also a good learning outcome for all pupils in these schools.
Both in reading, writing, mathematics and English are the boys? success as a
good knowledge and skills, and the boys also show appropriate behavior and are
well being in these schools. In these schools with small gender differences,
we interviewed school administrators, teachers and pupils to determine the
characteristics of their schools, learning environment and the teaching that
takes place there. From this we attempt to gain an understanding of and some
explanations as to why the boys succeeded fairly well in these schools.
The primary and most important statements we have on the small gender
differences we find here is related to this schools as with a good educational
system in general. There are a number of common features of the educational
practices implemented in these schools and it is this practice that gives good
results for both boys and girls. This is related to both teaching and learning
environment in schools. We can say that these four schools are good schools
with teachers who take responsibility and stand out as obviously adults. It is
a supportive and positive relationship between pupils and teachers, pupils
experience recognition from teachers and there is good structure in the
instructions. This is in accordance with international educational research
which explains that these factors have a major impact on pupils? outcome of
learning.
We find relatively modest of the very individualized instruction which emphasis
on the pupils? responsibility for learning, principle of work plan for
learning outcome and other forms of self-regulated learning. It may be that
the highly individualized instruction can mean more problems and challenges
for boys, than girls, and that it can without doubt be larger gender
differences in schools that emphasize such principle for instruction and
teaching.
There are relatively few boys ?oriented activities in these schools, and they
are at best only a secondary explanation for the boys' positive results. To
the extent that schools make an adjustment to the boys needs it happen by
adapting some of the content in the school subjects to boys? interests and
values.
Vis fullstendig beskrivelse
