Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality
The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel anal...
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| Veröffentlicht in: | The Journal of educational research (Washington, D.C.) D.C.), 2018-01, Vol.111 (3), p.268-283 |
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| container_title | The Journal of educational research (Washington, D.C.) |
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| creator | Hochweber, Jan Vieluf, Svenja |
| description | The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls' advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school. |
| doi_str_mv | 10.1080/00220671.2016.1253536 |
| format | Article |
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Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls' advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school.</description><subject>Achievement Tests</subject><subject>Classroom Techniques</subject><subject>Datenanalyse</subject><subject>Deutschland</subject><subject>Educational Quality</subject><subject>Enjoyment of reading</subject><subject>Foreign Countries</subject><subject>Freude</subject><subject>Gender Differences</subject><subject>Geschlechtsspezifischer Unterschied</subject><subject>Grade 9</subject><subject>Hierarchical Linear Modeling</subject><subject>International Assessment</subject><subject>Lesefertigkeit</subject><subject>Lesen</subject><subject>Linguistic competence</subject><subject>Literature Appreciation</subject><subject>Longitudinal Studies</subject><subject>Mehrebenenanalyse</subject><subject>Motivation</subject><subject>Outcomes of Education</subject><subject>Qualität</subject><subject>Questionnaires</subject><subject>Reading</subject><subject>Reading Achievement</subject><subject>reading achievement, reading motivation</subject><subject>Reading Improvement</subject><subject>Reading Motivation</subject><subject>Recreational Reading</subject><subject>Schuljahr 09</subject><subject>Schüler</subject><subject>Secondary School Students</subject><subject>Secondary Schools</subject><subject>Sekundarstufe I</subject><subject>Sekundäranalyse</subject><subject>Statistical Analysis</subject><subject>Student teacher relationship</subject><subject>Teacher Effectiveness</subject><subject>Teacher Student Relationship</subject><subject>Teaching</subject><subject>teaching quality</subject><subject>Unterricht</subject><subject>Wahrnehmung</subject><issn>1940-0675</issn><issn>0022-0671</issn><issn>1940-0675</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><recordid>eNqFUEtLAzEQXkTB-vgFIix4bk0ySXb35gOtSsGLnkOaTDSlTWqyVfrv3bpaenMuM8P3mOErinNKRpTU5JIQxois6IgRKkeUCRAg94oBbTgZdoDY35kPi6OcZ6SritWD4maMwWIqrXcOEwaDufShTKitD2-lNu8eP3GBoS11sCWGWVz_bNH9kU6KA6fnGU9_-3Hxen_3cvswnDyPH2-vJ0PDedMOHQJYYJZzILLWjXCWoDVcWoaVmYKtDchKM0G6uTHSWMQpNFBPKzmlAuC4uOh9lyl-rDC3ahZXKXQnFePQMGgk5R1L9CyTYs4JnVomv9BprShRm7jUX1xqE5f6javTnfc6TN5sNXdPlFZAuvNbfJbbmLYEJgURFak6_KrHfXAxLfRXTHOrWr2ex-SSDsZnBf-9cNZbWL_ceZvyWnIB3xNvjHc</recordid><startdate>20180101</startdate><enddate>20180101</enddate><creator>Hochweber, Jan</creator><creator>Vieluf, Svenja</creator><general>Routledge</general><general>Taylor & Francis Group</general><general>Taylor & Francis Inc</general><scope>9S6</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope></search><sort><creationdate>20180101</creationdate><title>Gender differences in reading achievement and enjoyment of reading</title><author>Hochweber, Jan ; Vieluf, Svenja</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c449t-fe33d32d443068a95fd0edc46d2e7cb3d8c367a250b3d9c6cdeeb3938b76b1533</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Achievement Tests</topic><topic>Classroom Techniques</topic><topic>Datenanalyse</topic><topic>Deutschland</topic><topic>Educational Quality</topic><topic>Enjoyment of reading</topic><topic>Foreign Countries</topic><topic>Freude</topic><topic>Gender Differences</topic><topic>Geschlechtsspezifischer Unterschied</topic><topic>Grade 9</topic><topic>Hierarchical Linear Modeling</topic><topic>International Assessment</topic><topic>Lesefertigkeit</topic><topic>Lesen</topic><topic>Linguistic competence</topic><topic>Literature Appreciation</topic><topic>Longitudinal Studies</topic><topic>Mehrebenenanalyse</topic><topic>Motivation</topic><topic>Outcomes of Education</topic><topic>Qualität</topic><topic>Questionnaires</topic><topic>Reading</topic><topic>Reading Achievement</topic><topic>reading achievement, reading motivation</topic><topic>Reading Improvement</topic><topic>Reading Motivation</topic><topic>Recreational Reading</topic><topic>Schuljahr 09</topic><topic>Schüler</topic><topic>Secondary School Students</topic><topic>Secondary Schools</topic><topic>Sekundarstufe I</topic><topic>Sekundäranalyse</topic><topic>Statistical Analysis</topic><topic>Student teacher relationship</topic><topic>Teacher Effectiveness</topic><topic>Teacher Student Relationship</topic><topic>Teaching</topic><topic>teaching quality</topic><topic>Unterricht</topic><topic>Wahrnehmung</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Hochweber, Jan</creatorcontrib><creatorcontrib>Vieluf, Svenja</creatorcontrib><collection>FIS Bildung Literaturdatenbank</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>The Journal of educational research (Washington, D.C.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hochweber, Jan</au><au>Vieluf, Svenja</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1173015</ericid><atitle>Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality</atitle><jtitle>The Journal of educational research (Washington, D.C.)</jtitle><date>2018-01-01</date><risdate>2018</risdate><volume>111</volume><issue>3</issue><spage>268</spage><epage>283</epage><pages>268-283</pages><issn>1940-0675</issn><issn>0022-0671</issn><eissn>1940-0675</eissn><abstract>The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. 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| ispartof | The Journal of educational research (Washington, D.C.), 2018-01, Vol.111 (3), p.268-283 |
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| source | Jstor Complete Legacy; Education Source |
| subjects | Achievement Tests Classroom Techniques Datenanalyse Deutschland Educational Quality Enjoyment of reading Foreign Countries Freude Gender Differences Geschlechtsspezifischer Unterschied Grade 9 Hierarchical Linear Modeling International Assessment Lesefertigkeit Lesen Linguistic competence Literature Appreciation Longitudinal Studies Mehrebenenanalyse Motivation Outcomes of Education Qualität Questionnaires Reading Reading Achievement reading achievement, reading motivation Reading Improvement Reading Motivation Recreational Reading Schuljahr 09 Schüler Secondary School Students Secondary Schools Sekundarstufe I Sekundäranalyse Statistical Analysis Student teacher relationship Teacher Effectiveness Teacher Student Relationship Teaching teaching quality Unterricht Wahrnehmung |
| title | Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality |
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