CORE
🇺🇦
make metadata, not war
Services
Services overview
Explore all CORE services
Access to raw data
API
Dataset
FastSync
Content discovery
Recommender
Discovery
OAI identifiers
OAI Resolver
Managing content
Dashboard
Bespoke contracts
Consultancy services
Support us
Support us
Membership
Sponsorship
Community governance
Advisory Board
Board of supporters
Research network
About
About us
Our mission
Team
Blog
FAQs
Contact us
Does the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kong
Authors
JWI Lam
EKY Loh
YH Raymond Lam
SK Tse
Publication date
1 January 2010
Publisher
'Elsevier BV'
Doi
Cite
Abstract
A study of 148 primary school teachers and 4867 Grade 4 pupils in Hong Kong found no support for the proposal that boys learn to read better when taught by men teachers. In fact, it was found that both boys and girls learnt better when taught by women. Responses to a teacher questionnaire indicate significant differences in the preferred patterns of teaching favoured by male and female teachers. Responses from men teachers suggest they are more authoritarian, prefer to control pupils' learning, engage pupils in whole-class reading and like to read passages aloud while pupils follow the text. Responses from women teachers suggest they prefer to teach reading in groups, to group pupils according to reading ability, set tasks that suit pupils' stage of learning, allocate more time for pupils to read books and use the school library and encourage pupils to discover for themselves the meaning of new vocabulary encountered in text. The implications of these findings are discussed. © 2009 Elsevier Ltd. All rights reserved.link_to_subscribed_fulltex
Similar works
Full text
Available Versions
HKU Scholars Hub
See this paper in CORE
Go to the repository landing page
Download from data provider
oai:hub.hku.hk:10722/85150
Last time updated on 01/06/2016