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Search Results for 'Gender' (Keyword)
54 items found 1 / 6
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1   |   From section Mentoring & Supervision
Mentoring 101: Advancing African-American Women Faculty and Doctoral Student Success in Predominantly White Institutions
This paper is purposed with operationalizing the concept of mentoring as a nuanced approach and attempt to promote the upward trajectories of African-American women in predominantly White institutions (PWIs). The authors struggled as African-American women to balance and decipher the various facets inherent in their respective roles – professor and doctoral student in a PWI – hence a mentor/mentee relationship emerged. This qualitative study explored the effectiveness of traditional and non-traditional mentoring functions for an African-American woman doctoral student aspiring for the professoriate, and the professional advancement of an African-American woman professor, who matriculate in the same PWI.
Publication Year: 2015    |    Updated in ITEC: April 4, 2017
2   |   From section Mentoring & Supervision
Comparing Alternative Voices in the Academy: Navigating the Complexity of Mentoring Relationships from Divergent Ethnic Backgrounds
The authors explored the mentoring experiences of two women in higher education who are working at different levels within a research institution. Traditional mentoring relationships which pair graduate students or junior faculty with a single mentor matched by gender, race, research interest have not produced unilateral success for dedicated protégés. Alternatives to traditional mentoring have produced positive results for participants through supports which better match the needs of women and minority graduate students and junior faculty. Yet, few organized efforts to develop successful alternative approaches to traditional mentoring exist.
Publication Year: 2014    |    Updated in ITEC: March 23, 2017
3   |   From section Multiculturalism & Diversity
Making It Better for Lesbian, Gay, Bisexual, and Transgender Students through Teacher Education: A Collaborative Self-Study
In this self-study, two educators – a university professor and a classroom teacher, who facilitated a workshop titled “Sexual Diversity in Secondary Schools” in a faculty of education in a mid-sized Ontario city – reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. The authors conclude that the two-hour Sexual Diversity in Secondary Schools workshop that they presented in a Bachelor of Education program is one example of how LGBT issues might be taught to teacher candidates. Through this self-study, they came to better understand their students and ourselves. They discovered that teacher candidates are increasingly receptive to discussion of LGBT issues, particularly when portrayed in a manner that is respectful and open.
Publication Year: 2012    |    Updated in ITEC: January 29, 2017
4   |   From section Teacher Educators
Doing the ‘Second Shift’: Gendered Labour and the Symbolic Annihilation of Teacher Educators’ Work
The author reflects on the experience of being a participant in the Work of Teacher Education (WoTE) research, and draws on conceptualisations of teacher education as domestic labour. She argues that teacher educators’ closeness to classroom practice acts as a determining factor in their symbolic annihilation, a concept usually applied to study of the media that argues that the absence of representation, or underrepresentation, of some groups of people is a means of maintaining social inequality.
Publication Year: 2013    |    Updated in ITEC: June 6, 2016
5   |   From section Theories & Approaches
Effects of Online College Student’s Internet Self-efficacy on Learning Motivation and Performance
The aim of this study was to determine how Internet self-efficacy helps students to transform motivation into learning action and its effect on learning performance. There were two main results of this study; the first one is: it was proved that the Internet self-efficacy of learners is an important factor influencing learning performance and motivation; and these influences are stronger for male students than for female students. The second result of this study shows that Internet self-efficacy had less influence on learning performance for the female students than for the male students; however, Internet self-efficacy did influence the confidence and learning performance of the male students.
Publication Year: 2014    |    Updated in ITEC: January 20, 2016
6   |   From section Instruction in Teacher Training
Does Emotional Intelligence Predict Student Teachers’ Performance?
This article explores whether emotional intelligence predicts student teacher performance. This study found that teacher emotional intelligence was not a predictor of student teacher performance. It also found that prior academic attainment and gender were not a good predictor of teacher performance.
Publication Year: 2013    |    Updated in ITEC: November 15, 2015
7   |   From section Beginning Teachers
Teachers' Exit Decisions: An Investigation into the Reasons Why Newly Qualified Teachers Fail to Enter the Teaching Profession or Why Those Who Do Enter Do Not Continue Teaching
The current study explores the motives for teacher attrition of newly qualified teachers who never started a teaching career and those dropping out after a short period. The analyses identified five reasons for exit attrition: ‘job satisfaction and relations with students’, ‘school management and support’, ‘workload’, ‘future prospect’ and ‘relations with parents’. The findings demonstrated that a lack of future prospects was the predominant reason for attrition. Furthermore, attrition differs according to gender, teaching degree and teachers' experience. Results reveal that exit attrition is highest for males and secondary school teachers.
Publication Year: 2014    |    Updated in ITEC: June 7, 2015
8   |   From section Multiculturalism & Diversity
The ‘Immigrant Corner’: A Place for Identification and Resistance
This paper shows how young people in a Swedish upper-secondary school negotiate identities through social relations in a particular part of a school corridor that they call the ‘immigrant corner’. However, the ‘immigrant corner’ is not only a place where identifications are performed, it is also a place that gives rise to discussions and challenges of the school’s official integration policy. Thus, the place affects those who usually sit there as well as those who do not, and is therefore important for discussions on integration issues on a local, national, European and global level. With regard to place and space, the article outlines and applies the young people’s identity formations, as well as their discussions about integration issues with help from the concept of power geometry – that is, networks of social/power relations.
Publication Year: 2014    |    Updated in ITEC: April 15, 2015
9   |   From section Beginning Teachers
Pupil Aggressiveness and Perceptual Orientation towards Weakness in a Teacher who is New to the Class
This study aimed to investigate possible relationships between aggressiveness in pupils and the extent to which pupils will seek signs of weakness in teachers who are new to the class. The authors also explored whether gender moderated the relationship between aggressiveness and the perceptual orientation studied. The results reveal connections between aggressiveness and perceptual orientation towards weakness in teachers. The results also support the conclusion that interest in weakness is generally connected to aggressiveness, mainly proactive aggressiveness, regardless of gender.
Publication Year: 2013    |    Updated in ITEC: January 20, 2015
10   |   From section Preservice Teachers
Pre-service Teachers’ Motivation, Sense of Teaching Efficacy, and Expectation of Reality Shock
This study explored how pre-service teachers’ motivation and their sense of teaching efficacy influence their expectation about reality shock during the first year of professional teaching. The results revealed that the pre-service teachers’ expectation of reality shock was negatively related to teacher efficacy and intrinsic motivation while it was positively related to introjected and external motivation. Furthermore, it was found that pre-service teachers’ sense of efficacy and introjected motivation were strong predictors of their expectation of reality shock, when gender difference was controlled for.
Publication Year: 2014    |    Updated in ITEC: December 23, 2014
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