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MOE Recruitment Videos (Singapore Context)

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MOE Recruitment Videos (Singapore Context)

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These videos are done by Ministry of Education (MOE), Singapore for teacher recruitment. Think about what messages could be sent by this video.

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(E-Book) (Lau, 1996) Growing Up the Chinese Way: Chinese Child and Adolescent Development

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(E-Book) (Lau, 1996) Growing Up the Chinese Way: Chinese Child and Adolescent Development

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Please refer to Chapter 3 (page 45 to 67) which talks more about The Chinese Context).

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This volume is a collection of current research on Chinese child development: the context of development, cognitive development, social development, and new issues related to the topic.

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These videos are done by Ministry of Education (MOE), Singapore for teacher recruitment. Think about what messages could be sent by this video.

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Failure hurts. But if you can look beyond the disappointment and despair, you will learn invaluable skills that will stay with you for the rest of your life. Watch how Mdm Pua helped her student Shirley overcome failure, by teaching her to never give up and igniting her passion for learning.

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These videos are done by Ministry of Education (MOE), Singapore for teacher recruitment. Think about what messages could be sent by this video.

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This video is about Theories of Gender for our broad understanding of key terms and concepts we might see in other readings.

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Theories of Gender: Crash Course Sociology #33

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The Feminization of Teaching in America By Elizabeth Boyle

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The Feminization of Teaching in America By Elizabeth Boyle

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This paper chronicles and explores the feminization of primary and secondary education in the United States from colonial times to the present, exploring the causal and correlative effects of societal factors on women's participation in teaching.

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women's & gender studies | Kampf Writing Prize: Title

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This paper chronicles and explores the feminization of primary and secondary education in the United States from colonial times to the present, exploring the causal and correlative effects of societal factors on women's participation in teaching. As the gender ratios of teachers changed, so did the pay and the social prestige associated with teaching.

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(Cushman, 2010) Male primary school teachers: Helping or hindering a move to gender equity?

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(Cushman, 2010) Male primary school teachers: Helping or hindering a move to gender equity?

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Despite research linking dominant masculinities to the disengagement of some boys from schooling, men
teachers appear to be either unaware of the related literature, or reluctant to engage in behaviours that have increased their vulnerability to accusations of sexual abuse or homosexuality.

A small study of men teachers in England, Sweden and New Zealand investigated the extent to which the men believed their teacher education had prepared them to teach in the gendered environment of the primary school. Teachers were also questioned about their views on gender differences in students and in the teaching
practices of male and female teachers. Although the size of the study restricts the validity of data, the differences between the teachers in England and New Zealand, and those interviewed in Sweden, suggest that further research is warranted. A societal emphasis on gender equity in Sweden was reflected in the
commentaries of Swedish men teachers on their pedagogical attitudes and actions relative to genderbased issues in schools. This emphasis was not evident to the same extent in England and New Zealand.

You can also access the link for the article here (https://www-sciencedirect-com.libproxy.nie.edu.sg/science/article/pii/S0742051X1000003X?via%3Dihub). Do note that your NIE Library Log in is required.

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(Cushman, 2010) Male primary school teachers- Helping or hindering a move to gender equity

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(Hamilton & Roberts, 2017) ‘Man-up, go and get an ice-pack.’ Gendered stereotypes and binaries within the primary classroom: a thing of the past?

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(Hamilton & Roberts, 2017) ‘Man-up, go and get an ice-pack.’ Gendered stereotypes and binaries within the primary classroom: a thing of the past?

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Gendered expectations are deeply embedded within the fabric of a society and the classroom is no exception; binaries habitually pervade attitudes, practices and pedagogies. This small-scale qualitative-interpretive study, undertaken in one rural primary school in North Wales, explores how the learning of gender is constructed, enacted and challenged by participants functioning within Key Stage 2 (children aged 8–11 years), issues experienced by, both girls and boys, to cogitate implications for gender equity and for teachers' work. The fieldwork revealed that many school participants continue to draw upon essentialist binary discourse, predominantly based on biological theories, to explain differences between boys and girls relating to classroom behaviour, subject attainment, curricular preferences and career pathways.

Constant reference was made to acceptable ways of ‘doing masculinity’ and the ‘high-achieving, conforming school girl culture’. Children recognised gender binaries used by teachers and were aware of societal advances in gender equity. Despite decades of research and policies, we are still some way to ameliorating gender binaries and stereotypes in this phase of schooling. Therefore, there is an urgent need for practitioners to become more reflexively aware about the complex ways in which gendered dualisms and hierarchies perpetuate and dictate relations and pedagogical practices, which constrain experiences and opportunities for girls and boys and, to incorporate multiple ways of thinking and doing gender in classrooms.

You can also access the link for the article here (http://hf9lf4zb8t.search.serialssolutions.com/?genre=article&issn=03004279&title=Education%203-13&volume=45&issue=1&date=20170101&atitle=%22Man-Up%2C%20Go%20and%20Get%20an%20Ice-Pack.%22%20Gendered%20Stereotypes%20and%20Binaries%20within%20the%20Primary%20Classroom%3A%20A%20Thing%20of%20the%20Past%3F&spage=122&pages=122-134&sid=EBSCO:ERIC&au=Hamilton,%20). Do note that your NIE Library Log in is required.

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(Hamilton & Roberts, 2017) Man-up, go and get an ice-pack. Gendered stereotypes and binaries within the primary classroom- a thing of the past

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(Skelton, 2002) The 'Feminisation of Schooling' or 'Re-masculinising' Primary Education?

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(Skelton, 2002) The 'Feminisation of Schooling' or 'Re-masculinising' Primary Education?

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The move in the United Kingdom to recruit more men into primary teaching is to tackle boys under-achievement. One explanation that has been offered as to why boys’ are under-achieving is the ‘feminisation of primary
schooling’.

This article begins by exploring the findings of a national survey of
student primary teachers towards gender roles and schooling. The views of the students indicated accordance with the idea that primary schools are feminised
and feminising environments. The discussion here critiques these notions and argues that current educational policy is not moving forward in a direction that will actively challenge conventional stereotyping. Rather, the move is towards one where notions of masculinity and femininity will be reinforced through a ‘re-masculinisation’ of primary schooling.

You can also access the link for the article here (http://hf9lf4zb8t.search.serialssolutions.com/?genre=article&issn=09620214&title=International%20Studies%20in%20Sociology%20of%20Education&volume=12&issue=1&date=20020401&atitle=The%20%27Feminisation%20of%20Schooling%27%20or%20%27Re-masculinising%27%20Primary%20Education%3F&spage=77&pages=77-96&sid=EBSCO:Academic%20Search%20Complete&au=Skelton,%20Christine). Do note that your NIE Library Log in is required.

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(Skelton, 2002) The feminisation of schooling or re masculinising primary education 1

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(Skelton, 2009) Failing to get men into primary teaching: a feminist critique

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(Skelton, 2009) Failing to get men into primary teaching: a feminist critique

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This article seeks to redress the failure to get men into primary teaching by identifying specific reasons why policy initiatives have failed, through a review of the literature on teacher identities and analysis of the responses of 20 primary teachers, from a range of backgrounds.

You can also access the link for the article here (http://hf9lf4zb8t.scholar.serialssolutions.com/?sid=google&auinit=C&aulast=Skelton&atitle=Failing+to+get+men+into+primary+teaching:+A+feminist+critique&id=doi:10.1080/02680930802412677&title=Journal+of+education+policy&volume=24&issue=1&date=2009&spage=39&issn=0268-0939). Do note that your NIE Library Log in is required.

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(Skelton, 2009) Failing to get men into primary teaching a feminist critique

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(Ullah, n.d.) SCHOOL TEACHING AS A FEMININE PROFESSION- THE LEGITIMIZATION AND NATURALIZATION DISCOURSES IN PAKISTANI CONTEXT

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(Ullah, n.d.) SCHOOL TEACHING AS A FEMININE PROFESSION- THE LEGITIMIZATION AND NATURALIZATION DISCOURSES IN PAKISTANI CONTEXT

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School teaching has long been associated with women. There has been an ideological link between women’s domestic role and their career as school teacher.

Taking care of younger children in school is traditionally seen as an “extension of motherhood” and therefore considered a “natural” job for women.

Keeping in view
this firmly rooted global phenomenon, the paper's focus is to examine what ideology idealizes and legitimizes school teaching as the best career for women in Pakistan.

The study is informed by social constructionist understanding of gender and therefore draws on feminist post-structuralist. Drawing on insights from feminist post-structuralist, the paper give particular consideration to the discourses embedded into school textbooks and the people who author and approve school knowledge.

Employing qualitative methodology, the paper focus on two key questions:
1. What ideology informs school textbooks?
2. How do school textbooks legitimize school teaching as the only appropriate job for women?

The study findings suggest that school textbooks in Pakistan have been used to naturalize and legitimize school teaching as the best career for women.

You can also access the paper via this link (http://epapers.bham.ac.uk/2151/1/Ullah.pdf).

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(Ullah, n.d.) SCHOOL TEACHING AS A FEMININE PROFESSION- THE LEGITIMIZATION AND NATURALIZATION DISCOURSES IN PAKISTANI CONEXT

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(Frawley, 2005) Gender Bias in the Classroom: Current Controversies and Implications for Teachers

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(Frawley, 2005) Gender Bias in the Classroom: Current Controversies and Implications for Teachers

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This paper is situated in the Western context of gender bias in the classroom and the implications for teachers.

This highlights on the teachers' role in facilitating a classroom of learning to lower instances of gender bias.

You can also access the article here (https://www-tandfonline-com.libproxy.nie.edu.sg/doi/pdf/10.1080/00094056.2005.10522277?needAccess=true).

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(Frawley, 2005) Gender Bias in the Classroom Current Controversies and Implications for Teachers

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(Verniers et. al, 2016) The feminization of school hypothesis called intoquestion among junior and high school students

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(Verniers et. al, 2016) The feminization of school hypothesis called intoquestion among junior and high school students

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The feminization of school hypothesis suggests that boys underachieve in school compared to girls because school rewards feminine characteristics that are at odds with boys’ masculine features.

The feminization of school hypothesis lacks empirical evidence. The aim of this study was to test this hypothesis by examining the extent to which school demands are
actually associated with female more than male students.

You can also access the link for the article here (https://eds-a-ebscohost-com.libproxy.nie.edu.sg/eds/pdfviewer/pdfviewer?vid=4&sid=dd6a1c63-fd65-4d23-86bc-b8b71b6caa87%40sessionmgr4007). Do note that your NIE Library Log in is required.

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(Verniers et. al, 2016) The feminization of school hypothesis called intoquestion among junior and high school students

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(Driessen, 2007) THE FEMINIZATION OF PRIMARY EDUCATION: EFFECTS OF TEACHERS’ SEX ON PUPIL ACHIEVEMENT, ATTITUDES AND BEHAVIOUR

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(Driessen, 2007) THE FEMINIZATION OF PRIMARY EDUCATION: EFFECTS OF TEACHERS’ SEX ON PUPIL ACHIEVEMENT, ATTITUDES AND BEHAVIOUR

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Since the mid-1990s, considerable concern has been expressed about the feminization of education. The underlying assumption is that the increasing number of female teachers is leading to a lack of male role models, which may then have negative consequences for the achievement and behaviour of boys in particular. For this reason, policy is currently being pursued in several countries to increase the number of male teachers. In the present article, the theoretical foundation for this policy will be shown to be weak at best.

To test this empirically, a large-scale study of Dutch primary schools was conducted, which involved 5181 grade eight pupils, 251 teachers and 163 schools. This study confirmed that teacher sex has no effect whatsoever on the achievement, attitudes or behaviour of pupils. This finding holds for both boys and girls, for both minority and non-minority pupils and for both children from lower and higher socialeconomic milieus.

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(Driessen, 2007) THE FEMINIZATION OF PRIMARY EDUCATION- EFFECTS OF TEACHERS SEX ON PUPIL ACHIEVEMENT, ATTITUDESAND BEHAVIOUR

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(Mahony et. al, 2004) Threshold assessment and performance management-modernizing or masculinizing teaching in England

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(Mahony et. al, 2004) Threshold assessment and performance management-modernizing or masculinizing teaching in England

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The paper reports on aspects of an ESRC project, ‘The impact of Performance Threshold Assessment on teachers’ work’ (ESRC R000239286). The paper begins by explaining the nature and technology of Threshold Assessment, and its location nationally within the performance management system recently introduced into schools in England. We review the monitoring procedures adopted for Round 1 of Threshold and draw attention to the limitations of such statistical data as are available. We locate Threshold within recent international developments characterised by managerialism and the culture of performativity that have increasingly come to dominate both the nature of policy-making and definitions of ‘professionalism’. Drawing on interview material gained from thirteen case studies carried out in primary and secondary schools and in Local Education Authorities, we analyse the ways in which Threshold Assessment carries different significance for women and men teachers, heads and threshold assessors. We conclude that the new policies represent a further step towards the masculinization of education.

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(Mahony et. al, 2004) Threshold assessment and performance management-modernizing or masculinizing teaching in England