Gender Gaps in Collegiate Teaching Style: Variations by Course Characteristics

Autor/inn/en	Laird, Thomas F. Nelson; Garver, Amy K.; Niskode-Dossett, Amanda Suniti
Titel	Gender Gaps in Collegiate Teaching Style: Variations by Course Characteristics
Quelle	In: Research in Higher Education, 52 (2011) 3, S.261-277 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-010-9193-0
Schlagwörter	Teaching Styles; Teacher Characteristics; Gender Differences; College Faculty; Courses; College Instruction; Intellectual Disciplines; Surveys + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Geschlechterkonflikt; Fakultät; Kursangebot; Hochschullehre; Geisteswissenschaften; Survey; Umfrage; Befragung
Abstract	Using data from over 9,000 faculty members that participated in the Faculty Survey of Student Engagement (FSSE), this study examined the moderating role a range of course characteristics played on the effects of gender on the percentage of class time spent on various activities, a measure of teaching style. Results revealed gender differences, but that the gaps between men and women in lecturing and active classroom practices varied by disciplinary area, course level, and the number of times a course had been taught by the same instructor. The results confirm that gender effects depend on context, which implies that efforts to improve teaching and learning must also adapt to the instructional context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10