Canadian Elementary School Teachers' Perceptions of Gender Differences in Shy Girls and Boys in the Classroom

Autor/inn/en	Akseer, Tabasum; Bosacki, Sandra L.; Rose-Krasnor, Linda; Coplan, Robert J.
Titel	Canadian Elementary School Teachers' Perceptions of Gender Differences in Shy Girls and Boys in the Classroom
Quelle	In: Canadian Journal of School Psychology, 29 (2014) 2, S.100-115 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573514521992
Schlagwörter	Gender Differences; Foreign Countries; Shyness; Elementary School Students; Elementary School Teachers; Teacher Attitudes; Interpersonal Competence; Emotional Adjustment; Social Adjustment; Role; Student Behavior; Interviews; Holistic Approach; Inclusion; Classroom Techniques; Teacher Student Relationship; Student Evaluation; Qualitative Research; Canada + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Ausland; Schüchternheit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Interpersonale Kompetenz; Emotionale Anpassung; Soziale Anpassung; Rollen; Student behaviour; Schülerverhalten; Interviewing; Interviewtechnik; Holistischer Ansatz; Inklusion; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulnote; Studentische Bewertung; Qualitative Forschung; Kanada
Abstract	Shyness may play a significant role in children's socio-emotional and cognitive competence in the classroom. This qualitative study investigated elementary school teachers' perceptions of the concept of shyness in their students. In particular, we explored teachers' perceptions regarding the role that gender plays in shy children's behaviours, and their suggestions for educational strategies for shy girls and boys to improve their socio-communicative competence and socio-emotional literacy. Twelve elementary school teachers (10 female, 2 male) participated in interviews about their thoughts/beliefs and feelings/attitudes regarding their experiences with shy girls and boys in the classroom. Overall, findings point to differences in teachers' perceptions of shyness in boys and girls in the classroom, and suggest that some teachers perceive that shyness may be particularly problematic for boys. Findings are discussed in terms of inclusive and holistic educational programs that promote emotional and social competence among all children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10