Gender and Achievement: the experiences of, and attitudes to, education of high achieving boys and girls at the end of the primary phase.

性别与成就：小学阶段结束时成绩优异的男孩和女孩的教育经历和态度。

• 批准号: 2114080
• 金额: --
• 依托单位: Queen's University Belfast
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2114080
• 关键词: Gender; Achievement; experiences; attitudes; education

This study will critically evaluate the educational experiences and attitudes of high achieving pupils at the end of the primary phase in Northern Ireland. The majority of educational research focuses on underachievement, particularly during the secondary phase of schooling. The focus on gender and achievement has also been predominantly situated around the position that boys are underachieving and girls are overachieving. This study aims to systematically investigate both male and female high achievers and their lived experiences of education in order to dispel current simplistic understandings of gender and its relationship to achievement. The study will adopt a mixed-methods approach carried out within three research strands. Strand one will involve a desk-based analysis of outcome data by gender at the end of the primary phase. This will seek to establish performance patterns between girls and boys from a variety of schools and socioeconomic areas. Strand two will involve the use of an online questionnaire to seek the views of primary school teachers in relation to boys' and girls' achievements. The third strand will consist of ten case study visits to primary schools to conduct semi-structured interviews with teachers and focus group interviews with boys and girls at the end of the primary phase. The research will make an original contribution to the field by understanding the characteristics of learning, teaching and assessment at the end of the primary education that may contribute to differences in performance between high achievers and factors that might affect boys' and girls' achievements more generally.

这项研究将批判性地评估教育经验和态度的高成就的学生在小学阶段结束在北方爱尔兰。大多数教育研究侧重于成绩不佳，特别是在中学阶段。对性别和成绩的关注也主要围绕着男孩成绩不佳而女孩成绩过高这一立场。本研究旨在系统地调查男性和女性高成就者及其教育经历，以消除目前对性别及其与成就关系的简单理解。这项研究将采用混合方法，在三个研究领域内进行。第一步将涉及在初级阶段结束时按性别对结局数据进行案头分析。这将寻求建立来自不同学校和社会经济领域的女孩和男孩之间的表现模式。第二部分将使用网上问卷，征求小学教师对男孩和女孩成绩的意见。第三阶段将包括对小学进行10次个案研究访问，与教师进行半结构化访谈，并在小学阶段结束时与男孩和女孩进行重点小组访谈。这项研究将对这一领域作出原创性贡献，了解小学教育结束时的学习、教学和评估的特点，这些特点可能导致成绩优异者之间的成绩差异，并了解可能更普遍地影响男孩和女孩成绩的因素。