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Peer reviewed Peer reviewed
ERIC Number: EJ229154
Record Type: CIJE
Publication Date: 1980-Apr
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Sex Roles, Classroom Instruction, and Reading Achievement.
And Others; Bank, Barbara J.
Journal of Educational Psychology, v72 n2 p119-32 Apr 1980
Several explanations have been advanced for sex differences in reading achievement, including hypotheses based on physical maturation, female teacher bias, teacher discrimination, feminization of reading, differential response to pupil behaviors, and sex-relevant teaching styles. Evidence for and against each of these hypotheses is presented, and implications are suggested. (Author/GDC)
Descriptors: Elementary Education, Etiology, Expectation, Physical Development, Reading Achievement, Reading Research, Sex Differences, Sex Stereotypes, State of the Art Reviews, Student Attitudes, Student Teacher Relationship, Teacher Attitudes, Teaching Styles, Women Faculty
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A