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Article: Does the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kong

TitleDoes the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kong
Authors
KeywordsGender gap
Role model
Teacher gender
Teaching of reading
Issue Date2010
PublisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate
Citation
Teaching And Teacher Education, 2010, v. 26 n. 4, p. 754-759 How to Cite?
AbstractA 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.
Persistent Identifierhttp://hdl.handle.net/10722/85150
ISSN
2015 Impact Factor: 1.823
2015 SCImago Journal Rankings: 1.836
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorRaymond Lam, YHen_HK
dc.contributor.authorTse, SKen_HK
dc.contributor.authorLam, JWIen_HK
dc.contributor.authorLoh, EKYen_HK
dc.date.accessioned2010-09-06T09:01:24Z-
dc.date.available2010-09-06T09:01:24Z-
dc.date.issued2010en_HK
dc.identifier.citationTeaching And Teacher Education, 2010, v. 26 n. 4, p. 754-759en_HK
dc.identifier.issn0742-051Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/85150-
dc.description.abstractA 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.en_HK
dc.languageengen_HK
dc.publisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tateen_HK
dc.relation.ispartofTeaching and Teacher Educationen_HK
dc.subjectGender gapen_HK
dc.subjectRole modelen_HK
dc.subjectTeacher genderen_HK
dc.subjectTeaching of readingen_HK
dc.titleDoes the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kongen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0742-051X&volume=26&issue=4&spage=754&epage=759&date=2010&atitle=Does+the+gender+of+the+teacher+matter+in+the+teaching+of+reading+literacy?+Teacher+gender+and+pupil+attainment+in+reading+literacy+in+Hong+Kongen_HK
dc.identifier.emailRaymond Lam, YH: hradlyh@hkucc.hku.hken_HK
dc.identifier.emailTse, SK: sktse@hkucc.hku.hken_HK
dc.identifier.emailLam, JWI: jwilam@hkucc.hku.hken_HK
dc.identifier.emailLoh, EKY: ekyloh@hkucc.hku.hken_HK
dc.identifier.authorityRaymond Lam, YH=rp00918en_HK
dc.identifier.authorityTse, SK=rp00964en_HK
dc.identifier.authorityLam, JWI=rp00917en_HK
dc.identifier.authorityLoh, EKY=rp01361en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.tate.2009.10.010en_HK
dc.identifier.scopuseid_2-s2.0-77949270231en_HK
dc.identifier.hkuros169487en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77949270231&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume26en_HK
dc.identifier.issue4en_HK
dc.identifier.spage754en_HK
dc.identifier.epage759en_HK
dc.identifier.isiWOS:000276590900004-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridRaymond Lam, YH=34768433800en_HK
dc.identifier.scopusauthoridTse, SK=7006643153en_HK
dc.identifier.scopusauthoridLam, JWI=30467790400en_HK
dc.identifier.scopusauthoridLoh, EKY=18037756000en_HK
dc.identifier.citeulike6195798-

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