東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Essays on gender gaps in student ach...

University of California, Santa Barbara.

FindBook

Google Book

Amazon

博客來

Essays on gender gaps in student achievement: Evidence from OECD countries.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Essays on gender gaps in student achievement: Evidence from OECD countries./
作者:	Cho, Insook.
面頁冊數:	105 p.
附註:	Adviser: Kelly Bedard.
Contained By:	Dissertation Abstracts International69-10A.
標題:	Economics, Theory. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3334999
ISBN:	9780549885078

Essays on gender gaps in student achievement: Evidence from OECD countries.
Cho, Insook.

Essays on gender gaps in student achievement: Evidence from OECD countries. - 105 p.

Adviser: Kelly Bedard.

Thesis (Ph.D.)--University of California, Santa Barbara, 2008.

The gender gap in math and science skills has received much attention as a potential determinant of the under-representation of women in science and engineering fields and the gender pay gap among college graduates. If girls accumulate fewer math and science skills than boys in primary and secondary schools, they might make different higher education choices and earn lower wages. Each chapter of this dissertation examines a different aspect of the interaction between gender, education policy, and educational outcomes during students' childhood and adolescence when many basic math and science skills are developed. The first paper asks whether teacher-student gender matching improves student performance. If teacher-student gender matching does have a positive impact on student achievement, it could be one of the most efficient educational policies to enhance student performance. Using the matched-paired feature of TIMSS, this paper explores within-student variation in the effect of teacher's gender on student outcomes. The results provide little support for the conjecture that students benefit from teacher-student gender matching. This paper further examines whether the teacher gender composition in the education system could explain the observed cross-country variation in the teacher-student gender matching effect. The second paper documents the variation in gender gaps in math and science achievement across developed countries and explores the institutional factors that contribute to the observed international variation. This paper finds that countries with highly selective academic streams have larger gender gaps, even before streaming occurs. It also finds that the pro-female biased class/program assignment policies used in many countries substantially reduce the math gender gap. The third paper examines the impact of single-sex schooling on student academic achievement. Although single-sex schools have been suggested to benefit boys and girls by providing a more favorable learning environment, estimated gains to academic achievement from single-sex schooling are generally confounded by selection bias. The results suggest that single-sex schooling does not always have a positive influence on student achievement and that the selection process often explains a significant proportion of the observed achievement gap between single- and mixed-sex schools.

ISBN: 9780549885078Subjects--Topical Terms:

1017575
Economics, Theory.

Essays on gender gaps in student achievement: Evidence from OECD countries.
LDR:03305nmm 2200289 a 45 001 875275
005 20100826
008 100826s2008 ||||||||||||||||| ||eng d
020 $a 9780549885078
035 $a (UMI)AAI3334999
035 $a AAI3334999
040 $a UMI $c UMI
100 1 $a Cho, Insook. $3 1044533
245 1 0 $a Essays on gender gaps in student achievement: Evidence from OECD countries.
300 $a 105 p.
500 $a Adviser: Kelly Bedard.
500 $a Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 4075.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2008.
520 $a The gender gap in math and science skills has received much attention as a potential determinant of the under-representation of women in science and engineering fields and the gender pay gap among college graduates. If girls accumulate fewer math and science skills than boys in primary and secondary schools, they might make different higher education choices and earn lower wages. Each chapter of this dissertation examines a different aspect of the interaction between gender, education policy, and educational outcomes during students' childhood and adolescence when many basic math and science skills are developed. The first paper asks whether teacher-student gender matching improves student performance. If teacher-student gender matching does have a positive impact on student achievement, it could be one of the most efficient educational policies to enhance student performance. Using the matched-paired feature of TIMSS, this paper explores within-student variation in the effect of teacher's gender on student outcomes. The results provide little support for the conjecture that students benefit from teacher-student gender matching. This paper further examines whether the teacher gender composition in the education system could explain the observed cross-country variation in the teacher-student gender matching effect. The second paper documents the variation in gender gaps in math and science achievement across developed countries and explores the institutional factors that contribute to the observed international variation. This paper finds that countries with highly selective academic streams have larger gender gaps, even before streaming occurs. It also finds that the pro-female biased class/program assignment policies used in many countries substantially reduce the math gender gap. The third paper examines the impact of single-sex schooling on student academic achievement. Although single-sex schools have been suggested to benefit boys and girls by providing a more favorable learning environment, estimated gains to academic achievement from single-sex schooling are generally confounded by selection bias. The results suggest that single-sex schooling does not always have a positive influence on student achievement and that the selection process often explains a significant proportion of the observed achievement gap between single- and mixed-sex schools.
590 $a School code: 0035.
650 4 $a Economics, Theory. $3 1017575
650 4 $a Education, General. $3 1019158
650 4 $a Gender Studies. $3 898693
690 $a 0511
690 $a 0515
690 $a 0733
710 2 $a University of California, Santa Barbara. $3 1017586
773 0 $t Dissertation Abstracts International $g 69-10A.
790 $a 0035
790 1 0 $a Bedard, Kelly, $e advisor
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3334999