Gender Differences in Reading Achievement and Enjoyment of Reading: The Role of Perceived Teaching Quality

Autor/inn/en	Hochweber, Jan; Vieluf, Svenja
Titel	Gender Differences in Reading Achievement and Enjoyment of Reading: The Role of Perceived Teaching Quality
Quelle	In: Journal of Educational Research, 111 (2018) 3, S.268-283 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1253536
Schlagwörter	Gender Differences; Reading Achievement; Literature Appreciation; Teacher Effectiveness; Reading Motivation; Grade 9; Hierarchical Linear Modeling; Classroom Techniques; Longitudinal Studies; Secondary School Students; Foreign Countries; Achievement Tests; International Assessment; Recreational Reading; Outcomes of Education; Teacher Student Relationship; Questionnaires; Statistical Analysis; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Leseleistung; Literarische Wertung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lesemotivation; School year 09; 9. Schuljahr; Schuljahr 09; Klassenführung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Häusliche Lektüre; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Fragebogen; Statistische Analyse; Deutschland
Abstract	The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls' advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01