The Effect of Teacher-Student Gender Matching: Evidence from OECD Countries

Autor/in	Cho, Insook
Titel	The Effect of Teacher-Student Gender Matching: Evidence from OECD Countries
Quelle	In: Economics of Education Review, 31 (2012) 3, S.54-67 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2012.02.002
Schlagwörter	Academic Achievement; Sex; Teacher Characteristics; Teacher Influence; Teacher Student Relationship; Scores; Mathematics Tests; Science Tests; Foreign Countries; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Schulleistung; Geschlecht; Geschlechtsverkehr; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland
Abstract	While some educators argue that teacher-student gender matching improves student performance, there is little empirical evidence to support this hypothesis. This paper assesses the impact of teacher-student gender matching on academic achievement across fifteen OECD countries using data from the Trends in International Mathematics and Science Study (TIMSS). One attractive feature of TIMSS is that it provides information on test scores and teacher characteristics, including gender, for both math and science thereby allowing for student fixed effects estimation. The results provide little support for the conjecture that students benefit from teacher-student gender matching. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10