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Supporting Girls' Motivation in Science: A Study of Peer- and Self-Assessment in a Girls-Only Class
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Johnson, Nadine; Winterbottom, Mark – Educational Studies, 2011
This study examines how the use of self- and peer-assessment within a girls-only biology class can support students' motivation. The study took place over 22 weeks in a rural comprehensive school, and the participants were girls between 15 and 16 years of age. Data included questionnaires, semi-structured interviews, notes from lesson observations…
Descriptors: Student Attitudes, Females, Learning Strategies, Program Effectiveness
Teachers' Instructional Decision-Making: Is It Gender-Biased?
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Voyles, Martha M.; Fossum, Tim; Haller, Susan – Science Education Review, 2009
This study examines teacher interactions with boys and girls in single-gender technology classes. We analyzed transcripts of videotapes of instruction, interviews with the teachers and students, student questionnaires, and final robot programs. Girls and boys differed in a number of ways, and teachers explained their differing interactions with…
Descriptors: Females, Interviews, Questionnaires, Males
Teachers Respond Functionally to Student Gender Differences in a Technology Course
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Voyles, Martha M.; Fossum, Tim; Haller, Susan – Journal of Research in Science Teaching, 2008
This study examines teacher-student interactions and selected student gender differences with volunteer boys and recruited girls in a technology class. The participants were teachers and triads of girls and boys in single-gender sections of a technology course where the students built, designed features for, and programmed Lego robots. We analyzed…
Descriptors: Student Attitudes, Science Instruction, Females, Interviews