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논문 기본 정보

자료유형
학술저널
저자정보
송미영 (한국교육과정평가원) 임현정 (단국대학교) 임해미 (한국교육과정평가원) 박혜영 (한국교육과정평가원) 구자옥 (한국교육과정평가원)
저널정보
이화여자대학교 교육과학연구소 교육과학연구 교육과학연구 제46집 제4호
발행연도
2015.12
수록면
99 - 122 (24page)
DOI
10.15854/jes.2015.12.46.4.99

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초록· 키워드

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The existence of gender gaps in the Programme for International Student Assessment (PISA) scores has been documented in the literature. In particular, it was revealed that on average Korean female students underperform/outperform their male counterparts in mathematics/reading scores for PISA 2012. This study was conducted to examine crucial determinants in understanding gender differences. We examined whether or not the influence of educational contextual variables on mathematics, reading and science achievement differs by gender using multilevel model with each group of male and female students. As a result, there were variables that had more influence on male or female students, though there were some differences by subject. It can be concluded that females have been affected more by teachers than by parents, while males have been affected more by parents. Also, creative extracurricular activities had much more of an effect male students than females. In addition, participation in math-related activities only influenced females, and academic and vocational expectation in math and class management of math teachers only influenced male students. Based on the results, we proposed an educational and political plan that may bridge disparity gaps in academic achievement by gender.

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ABSTRACT
Ⅰ. 서론
Ⅱ. 학업성취 성차의 발생 요인
Ⅲ. 연구방법
Ⅳ. 연구결과
Ⅴ. 논의 및 제언
References

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