Behavioral problems and socio-emotional well-being of children with learning disabilities in regular and special primary schools

status: publishe

Effecten van individuele attitudes en van de attitudes van de peer group op de prestaties voor wiskunde van jongens en meisjes

In this study we investigated whether the gender gap in favour of girls in mathematics achievement can be explained not only by gender differences in attitudes and behaviour but also by the attitudes of the peer group. Multilevel analyses were carried out on the LOSO-data. The results showed that girls have more positive attitudes towards schooling and behave better at school and that once these gender differences were taken into account, the gender gap in mathematics achievement disappeared. We found that the gender gap became smaller, the more boys and girls had positive attitudes towards schooling. Moreover, the results indicated that the attitudes of the peer group had effects on the mathematics achievement of boys and girls: girls and boys performed better in groups with high positive attitudes towards schooling than in groups with low positive attitudes towards schooling (A-curriculum)

Effecten van individuele attitudes en van de attitudes van de peergroup op de prestaties voor wiskunde van jongens en meisjes

Effects of attitudes towards schooling on gender differen-ces in mathematics achievement In this study we investi-gated whether the gender gap in favour of girls in mathema-tics achievement can be explained not only by gender differ-ences in attitudes and behaviour but also by the attitudes of the peer group. Multilevel analyses were carried out on the LOSO-data. The results showed that girls have more posi-tive attitudes towards schooling and behave better at school and that once these gender differences were taken into account, the gender gap in mathematics achievement disappeared. We found that the gender gap became smaller, the more boys and girls had positive attitudes towards schooling. Moreover, the results indicated that the attitu-des of the peer group had effects on the mathematics achievement of boys and girls: girls and boys performed better in groups with high positive attitudes towards schooling than in groups with low positive attitudes towards schooling (A-curriculum).Departement Pedagogische wetenschappen. Afdeling Didactiek. Centrum voor Onderwijseffectiviteit en -evaluatie. Afdeling Fundamentele en comparatieve pedagogiek en methodologie. Centrum voor Methodologie van het pedagogisch onderzoek. Centrum voor Gezinspedagogiek. Centrum Vrouw en opvoeding. Onderzoeksinstituut Opvoeding en opvoedingsproblemen in gezin, gezinsaanvullende en gezinsvervangen. Leuvens Instituut voor onderwijsonderzoek (LIVO)status: publishe

The impact of school-related attitudes of the peer group on gender differences in language achievement

In this study, we will investigate how the school related attitudes of the peer group are associated with the underachievement of boys in language in different tracks at the end of secondary education. Data were drawn from the LOSO-project, a longitudinal project in secondary education. The results showed that in the lower ability tracks - and not in the highest ability track - significant gender differences in language achievement were found. In the lower ability tracks, we found that boys with similar background characteristics perform better in classes with a high mean relationship with teachers and with a high mean well-being at school. For girls, the attitudes of the class did not have a big impact on their language achievement.12status: publishe

Twelve tips for successful e-tutoring using electronic portfolios.

E-tutoring by means of a digital portfolio offers personal guidance in a context in which regular face-to-face contact between supervisor and student is difficult. However, implementing e-tutoring in practice is not always straightforward

Mathematics participation and mathematics achievement across secondary school: The role of gender

The present study investigated whether the relationship between mathematics participation and mathematics achievement is reciprocal for boys and girls. In Years 1, 2, 4 and 6 (US grades 7, 8, 10 and 12), we administered mathematics achievement tests to a cohort of 1,495 Flemish students and collected data on the number of classroom hours allocated to mathematics. A cross-lagged panel design was used to analyze the data. Evidence was found for a reciprocal relationship between mathematics participation and mathematics achievement, particularly in Years 4 and 6 (US grades 10 and 12). The results suggest that boys’ better performance in mathematics is related to their higher participation in math, whereas other factors—in addition to gender differences in math achievement—play a role in explaining why boys participate more in mathe-matics than girls.status: publishe