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Full-Text Articles in Education
Stem: What’S Holding Females Back?, Sue Thomson
Stem: What’S Holding Females Back?, Sue Thomson
Teacher columnist - Sue Thomson
While the 20th century saw women stride ahead in their participation in education and the workforce, there are still gender differences apparent in some areas of education. In particular, females do not enrol in higher mathematics, science, or ICT, or move into STEM-based careers to the same extent as males. We rightly celebrate great achievements for women in science, such as the Nobel Prizes awarded in Physics to Donna Strickland and in Chemistry to Frances Arnold this year, but why are these achievements such a rarity?
Single-Sex Schooling And Girls’ Achievement In Australia, Katherine Dix
Single-Sex Schooling And Girls’ Achievement In Australia, Katherine Dix
Dr Katherine Dix
Data from research studies such as the Progress in International Reading Literacy Study (PIRLS), the Programme for International Student Assessment (PISA), Trends in Mathematics and Science Study (TIMSS), and NAPLAN have been utilised to compare girls’ and boys’ academic achievement in single-sex and co-educational schools. The data sets, which inform policy monitoring by identifying key performance measures and evaluating progress towards educational goals for Australian students by international standards, are examined to identify any gender biases in Australian and international trends in reading and mathematics for Years 3-4 to Year 9 students. The effects of socio-economic status, year level and …
Single-Sex Schooling And Girls’ Achievement In Australia, Katherine Dix
Single-Sex Schooling And Girls’ Achievement In Australia, Katherine Dix
Gender and education
Data from research studies such as the Progress in International Reading Literacy Study (PIRLS), the Programme for International Student Assessment (PISA), Trends in Mathematics and Science Study (TIMSS), and NAPLAN have been utilised to compare girls’ and boys’ academic achievement in single-sex and co-educational schools. The data sets, which inform policy monitoring by identifying key performance measures and evaluating progress towards educational goals for Australian students by international standards, are examined to identify any gender biases in Australian and international trends in reading and mathematics for Years 3-4 to Year 9 students. The effects of socio-economic status, year level and …