Does the Gender of the Teacher Matter in the Teaching of Reading Literacy? Teacher Gender and Pupil Attainment in Reading Literacy in Hong Kong

Autor/inn/en	Lam, Y. H. Raymond; Tse, Shek Kam; Lam, Joseph W. I.; Loh, Elizabeth K. Y.
Titel	Does the Gender of the Teacher Matter in the Teaching of Reading Literacy? Teacher Gender and Pupil Attainment in Reading Literacy in Hong Kong
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 4, S.754-759 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.10.010
Schlagwörter	School Libraries; Literature Appreciation; Foreign Countries; Reading Ability; Grade 4; Gender Differences; Elementary School Students; Elementary School Teachers; Questionnaires; Teacher Attitudes; Teaching Styles; Reading Instruction; Hong Kong + Suchen Sie Ihr Suchwort? School library; Schulbibliothek; Literarische Wertung; Ausland; Reading competence; Lesekompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Geschlechterkonflikt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Lehrerverhalten; Lehrstil; Unterrichtsstil; Leseunterricht; Hongkong
Abstract	A study of 148 primary school teachers and 4867 Grade 4 pupils in Hong Kong found no support for the proposal that boys learn to read better when taught by men teachers. In fact, it was found that both boys and girls learnt better when taught by women. Responses to a teacher questionnaire indicate significant differences in the preferred patterns of teaching favoured by male and female teachers. Responses from men teachers suggest they are more authoritarian, prefer to control pupils' learning, engage pupils in whole-class reading and like to read passages aloud while pupils follow the text. Responses from women teachers suggest they prefer to teach reading in groups, to group pupils according to reading ability, set tasks that suit pupils' stage of learning, allocate more time for pupils to read books and use the school library and encourage pupils to discover for themselves the meaning of new vocabulary encountered in text. The implications of these findings are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10