Boys are being out-performed academically by girls in school. One possible explanation is that boys higher activity levels may cause them to spend the early grades learning how to control their behavior rather than focusing on academics. It is possible that teachers may be more punitive toward active boys in particular, and if boys are disciplined more, perhaps they are more likely to see school as a punitive place. This may make it more difficult for boys to develop competence in school. This short-term, longitudinal study examined gender differences in activity level and teacher-reported relationship quality with more active kindergarten students. In addition, data were gathered on the amount of correction received by all students, but particularly by boys who exhibited higher activity levels. Ethnicity of teachers and students was also examined, and qualitative case studies of the most active children were developed. Participants were 29 kindergarteners in four classrooms in an urban, low-income, ethnically diverse elementary school near Pittsburgh, Pennsylvania. Data were collected via classroom observations, teacher report measures, grades and discipline records, and through open-ended interviews with teachers and consultants. Study results indicate that, on average, boys were significantly more active than girls in this sample. Boys received more correction from teachers than did girls. No difference was uncovered in teacher affect expressed toward boys as compared to girls, and teacher affect did not appear to differ between African American and Caucasian children. Highly active children were disciplined more harshly than less active children. Case studies indicated that protective factors may operate for some active children, preventing high-conflict teacher-child relationships. Implications for further research and for teacher training are discussed.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-08232005-142027 |
| Date | 29 August 2005 |
| Creators | Delaney, Jamie L |
| Contributors | Carl Johnson, George Novacky, Eva Shivers, Joan I. Vondra |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-08232005-142027/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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