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Full-Text Articles in Education
Mathematics, English And Gender Issues: Do Teachers Count?, Gilah C. Leder, Helen J. Forgasz, Glenda Jackson
Mathematics, English And Gender Issues: Do Teachers Count?, Gilah C. Leder, Helen J. Forgasz, Glenda Jackson
Australian Journal of Teacher Education
Pedestrians were stopped in the street and asked about their views on the teaching and learning of mathematics and English for boys and girls. Many commented on the importance of teachers for both subject areas; some respondents self-identified as teachers. In this article we present findings on the gendering of mathematics and English and the impact that teachers can have on learning outcomes in these disciplines. The data reveal that mathematics is endorsed by many as a male domain and English as a female domain, and that teachers play an influential part in the learning outcomes – achievement, future participation, …
Relations Between Teachers’ Classroom Goals And Values: A Case Study Of High School Teachers In Far North Queensland, Australia, Claudia E. Pudelko, Helen J. Boon
Relations Between Teachers’ Classroom Goals And Values: A Case Study Of High School Teachers In Far North Queensland, Australia, Claudia E. Pudelko, Helen J. Boon
Australian Journal of Teacher Education
To date, there is an empirical gap in the evidence of the relations between teachers’ classroom goals and values, two key variables linked to students’ achievement motivation. The purpose of this study was to investigate this relationship in an Australian teacher sample. We surveyed 102 high school teachers from seven schools in Cairns, Queensland using items of Wentzel’s Classroom Goals Scales and Schwartz’s Portrait Values Questionnaire. Results showed several positive associations between teachers’ classroom goals and values. Social goals were linked to a wide range of values, while academic goals were linked to specific value dimensions, e.g. mastery approach goals …