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Sex differences in reading and math test scores of children = a heterodoxical model /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Sex differences in reading and math test scores of children/ by Hoben Thomas.
其他題名:	a heterodoxical model /
作者:	Thomas, Hoben.
出版者:	Cham :Springer Nature Switzerland : : 2024.,
面頁冊數:	xii, 108 p. :ill., digital ;24 cm.
內容註:	Chapter 1. Math and Reading Inequalities: The Key to Understanding Sex Differences -- Chapter 2. Math and Reading Literature's Ubiquitous Inequalities -- Chapter 3. Method Difficulties and Varying Viewpoints -- Chapter 4. Math and Reading Genetical and Probability Models -- Chapter 5. Math and Reading Model Applications -- Chapter 6. Math and Reading Summaries, Clarifications, and Model Extensions.
Contained By:	Springer Nature eBook
標題:	Reading (Elementary) - Ability testing. -
電子資源:	https://doi.org/10.1007/978-3-031-41272-1
ISBN:	9783031412721

Sex differences in reading and math test scores of children = a heterodoxical model /
Thomas, Hoben.

Sex differences in reading and math test scores of childrena heterodoxical model /[electronic resource] :by Hoben Thomas. - Cham :Springer Nature Switzerland :2024. - xii, 108 p. :ill., digital ;24 cm. - Monographs in the psychology of education,2662-7582. - Monographs in the psychology of education..

Chapter 1. Math and Reading Inequalities: The Key to Understanding Sex Differences -- Chapter 2. Math and Reading Literature's Ubiquitous Inequalities -- Chapter 3. Method Difficulties and Varying Viewpoints -- Chapter 4. Math and Reading Genetical and Probability Models -- Chapter 5. Math and Reading Model Applications -- Chapter 6. Math and Reading Summaries, Clarifications, and Model Extensions.

Open access.

This open access book examines why reading and math test scores for boys and girls have differed since the origins of testing in the United States. It details the pattern of differences that have remained largely unchanged for more than 100 years in the United States and worldwide. The book explores why boys have modestly larger math test score means than girls, and why girls have far larger reading test score means than boys. Boys have larger test score variances for both tasks. The only data of focus-and thus the only data to be explained-are boys' and girls' test score sample means and variances. In addition, the book provides the only coherent theory of gender differences explaining math and reading test score means and variances obtained in observational settings. It develops the simple genetical idea framed within a finite probability mixture model; it provides parameter estimates and displays numerous estimated probability distributions associated with the selected accessible studies chosen for analysis; and it extends the theory and provides explanations for never understood puzzling features of test score data. The book requires no auxiliary sources, although some understanding of random variables and probability theory is required to follow the formalization. It contains all technical details, including the estimation procedure and an R code implementation. Key areas of coverage include: Extensive literature summary from a unique data inequalities perspective. Perspective that challenges existing viewpoints on sex differences, falsifying conventional perspectives. Illustrates probability modeling of psychological data. Illustrates the failure of conventional statistics to explain data and the need for modeling data. Sex Differences in Reading and Math Test Scores of Children is an invaluable resource for researchers, professors, and graduate students in educational psychology, teaching and teacher education, literacy / language teaching and learning, mathematics education, curriculum studies, developmental psychology, statistics, and all interrelated disciplines.

ISBN: 9783031412721

Standard No.: 10.1007/978-3-031-41272-1doiSubjects--Topical Terms:

843391
Reading (Elementary)
--Ability testing.

LC Class. No.: LC212.9

Dewey Class. No.: 370.151

Sex differences in reading and math test scores of children = a heterodoxical model /
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506 $a Open access.
520 $a This open access book examines why reading and math test scores for boys and girls have differed since the origins of testing in the United States. It details the pattern of differences that have remained largely unchanged for more than 100 years in the United States and worldwide. The book explores why boys have modestly larger math test score means than girls, and why girls have far larger reading test score means than boys. Boys have larger test score variances for both tasks. The only data of focus-and thus the only data to be explained-are boys' and girls' test score sample means and variances. In addition, the book provides the only coherent theory of gender differences explaining math and reading test score means and variances obtained in observational settings. It develops the simple genetical idea framed within a finite probability mixture model; it provides parameter estimates and displays numerous estimated probability distributions associated with the selected accessible studies chosen for analysis; and it extends the theory and provides explanations for never understood puzzling features of test score data. The book requires no auxiliary sources, although some understanding of random variables and probability theory is required to follow the formalization. It contains all technical details, including the estimation procedure and an R code implementation. Key areas of coverage include: Extensive literature summary from a unique data inequalities perspective. Perspective that challenges existing viewpoints on sex differences, falsifying conventional perspectives. Illustrates probability modeling of psychological data. Illustrates the failure of conventional statistics to explain data and the need for modeling data. Sex Differences in Reading and Math Test Scores of Children is an invaluable resource for researchers, professors, and graduate students in educational psychology, teaching and teacher education, literacy / language teaching and learning, mathematics education, curriculum studies, developmental psychology, statistics, and all interrelated disciplines.
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