Literaturnachweis - Detailanzeige
Autor/in | Espey, Molly |
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Titel | Gender and Peer Evaluations |
Quelle | In: Journal of Economic Education, 53 (2022) 1, S.1-10 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0485 |
DOI | 10.1080/00220485.2021.2004277 |
Schlagwörter | Peer Evaluation; Economics; Cooperative Learning; Teamwork; Gender Differences; Academic Ability; Grade Point Average; Instructional Program Divisions; Undergraduate Students; Student Characteristics; Introductory Courses; Advanced Courses |
Abstract | Peer evaluations for nearly 1,650 students in three different team-based learning economics courses are analyzed for evidence of gender differences in ratings given and received. The analysis controls for general academic skills and economics-specific skills as well as other individual and team characteristics. Females earn higher evaluations than males in introductory and intermediate-level microeconomic theory courses even when conditioning on achievement, but there is no statistically significant difference in a more advanced course. Finally, there is little evidence of gender bias in evaluations given; both males and females rate female teammates higher than male teammates. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |