TOPIC: The affect of male educators on academic achievements. Each annotated bibliography must follow the current APA format and consist of at least the number of scholarly sources required. Each ann
ANNOTATED BIBLOGRAPHY 1-8 8
Annotated bibliography
Brittany J. Cooper
School of Education, Liberty University
Author’s Note
Brittany J. Cooper
I have no known conflict of interest to disclose.
Correspondence concerning this assignment should be addressed to Brittany J. Cooper
Email: [email protected]
Annotated bibliography
Delaney, J., & Devereux, P. J. (2021). Gender and educational achievement: Stylized facts and causal evidence.
In their 2021 study, Delaney and Devereux offer a comprehensive exploration of the relationship between gender and educational achievement; they present both stylized facts and observational truths as incontrovertible realities and causal evidence. The research probes nuanced patterns: dynamic factors that influence academic outcomes based on gender. The study while not primarily focusing on male educators establishes a foundational understanding of broader gender-related factors in education. Including causal evidence enhances the study's credibility: it provides a robust basis for extrapolating insights into the specific context of male educators. When we examine the potential impacts of male educators on student success, understanding general gender-related patterns becomes crucial. This research actively contributes to the ongoing discourse on education's gender dynamics by providing context for reflection among our valued population - men in teaching positions.
Understanding the intricate nature of gender's influences on academic achievement, male educators can adjust their methodologies to cultivate fairer learning environments. The study's findings might stimulate additional inquiries into how specifically male teachers contribute towards closing gender-related gaps in educational accomplishments. This research employs a systematic approach that emphasizes its reliability and relevance, thereby positioning it as an invaluable resource for educators, policymakers, and researchers keen on understanding the intersection of gender with educational success.
Ishak, S. A., Hasran, U. A., & Din, R. (2023). Media Education through Digital Games: A Review on Design and Factors Influencing Learning Performance. Education Sciences, 13(2), 102.
In their (2023) article, Ishak, Hasran, and Din offer a comprehensive review of media education via digital games; they focus on design elements and factors that influence learning performance. Although the authors do not primarily emphasize male educators, this review provides invaluable insights into innovative teaching methods particularly useful for integrating technology into education. The review delineates the design aspects of digital games that actively influence learning, providing educators males included; with pragmatic insights into harnessing technology for effective teaching. This research stands to inspire male educators: as our educational terrain advances, they can augment student engagement and elevate learning outcomes. Understanding the factors that influence learning performance empowers these men to strategically integrate digital games into their pedagogical approaches they cater thusly to contemporary students' evolving preferences and diverse learning styles. This source also assists in the recognition of digital games' potential to address diverse learning needs, equipping male educators with tools for crafting dynamic and interactive learning environments. The review's systematic nature bolsters its credibility; thus positioning it as an invaluable resource at the technology-pedagogy crossroads that many educators navigate.
Mishra, S. (2020). Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students. Educational Research Review, 29, 100307.
In his 2020 systematic review, Mishra delves into the intricate interplay among social networks, social capital, social support, and academic success in higher education; he places particular emphasis on 'underrepresented' students. Offering a comprehensive examination of pertinent literature: this study provides valuable insights illuminating the complex web of societal dynamics that influence academic outcomes. The findings though not primarily centered around male educators enhance our broad understanding of factors impacting educational achievement. This review holds particular relevance for male educators who aspire to cultivate inclusive learning environments: it delves into the challenges underrepresented students confront and explores the roles of social networks, social capital as well and societal support. By grasping these dynamics, male teachers can pivot from being mere facilitators of education to becoming essential catalysts in enhancing academic success. The systematic approach underpinning this resource not only guarantees reliability in its findings; importantly, it establishes a sturdy foundation for discussions on how men in education might contribute more effectively creating supportive networks through which all students feel belonging to underrepresented student populations.
Brink, H. W., Loomans, M. G., Mobach, M. P., & Kort, H. S. (2021). Classrooms' indoor environmental conditions affecting the academic achievement of students and teachers in higher education: A systematic literature review. Indoor air, 31(2), 405-425.
In their 2021 systematic literature review, Brink et al. critically assess the impact of indoor environmental conditions in higher education classrooms on both students' and teachers' academic achievement; they consider factors such as air quality, lighting, and thermal conditions. Their comprehensive analysis provides a nuanced understanding: The physical learning environment directly influences educational outcomes. The study, though not explicitly targeting male educators, imparts invaluable insights into the overarching context of educator operations. This review's systematic approach significantly contributes to discussions on optimizing learning spaces, particularly for male educators aiming to enhance academic achievement. The reliability and applicability of the results are bolstered by this method, thereby transforming it into a valuable resource for educators, administrators, and policymakers. Acknowledging the pivotal role that conducive learning environments play in student well-being as well as performance not just their students but also themselves male teachers can draw upon insights from this study when crafting spaces that promote both scholarly success and personal health alike.
Stark, P., Ottoboni, K., & Boring, A. (2016). Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness. ScienceOpen Research, 1–11. https://doi.org/10.14293/S2199-1006.1.SOREDU.AETBZC.v
As a gauge of a teacher's efficacy, student evaluations of teaching (SET) are frequently used in academic hiring decisions. We demonstrate that: SET has a substantial and statistically significant bias against female instructors; • the bias influences students' evaluations of even ostensibly objective aspects of teaching, for example, the speed at which assignments are graded; the bias differs by discipline and gender of the student; in addition to because there are so many variables involved, it is impossible to account for bias. The SETs more attuned to the grade expectations and gender bias of students than they are to the efficacy of instruction .Biases may exist to the extent that less effective instructors receive a higher SET than more effective instructors. Based on nonparametric statistical tests conducted on two datasets, these conclusions were reached.
Lam, K. K. L., & Zhou, M. (2019). Examining the relationship between grit and academic achievement within K‐12 and higher education: A systematic review. Psychology in the Schools, 56(10), 1654-1686.
In their 2019 systematic review, Lam and Zhou delve into the intricate relationship between grit and academic achievement across K-12 and higher education settings. Their study comprehensively examines existing research to elucidate how students' academic success is influenced by grit a characteristic marked with perseverance and passion. Although this investigation does not explicitly concentrate on male educators, its findings remain pertinent for discussions about the expansive influence of all educators in shaping students' psychological resilience and determination; males included.
The review illuminates key trends in the literature offering insights into the influence of grit on academic outcomes; furthermore, it emphasizes educators' potential to nurture students' grit through effective mentorship and teaching methods a capacity not limited to but including male teachers. The centrality of comprehending grit's role in academic achievement cannot be overstated for all educators; by doing so, they seek not only to bolster their students’ perseverance but also to increase overall success rates among them. Through its systematic approach and broad scope, this source substantively contributes to our understanding of the psychological dynamics that male educators may influence; ultimately it shapes a student body that is more resilient and determined.
Uttl, B., White, C. A., & Gonzalez, D. W. (2017). Meta-analysis of faculty’s teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2016.08.007
Based on the widely held notion that students learn more from highly rated professors, student evaluation of teaching (SET) ratings are used to assess the effectiveness of faculty members' instruction. Meta-analyses of multisection studies that demonstrate small-to-moderate correlations between SET ratings and student achievement are the main pieces of evidence used to support this belief (e.g., Cohen, 1980, 1981; Feldman, 1989). After reexamining the previously released meta-analyses of the multisection studies, we discovered that the results were a product of publication bias and small sample sizes. There was either no correlation or very little correlation between SET ratings and learning in the large sample size studies, in contrast to the large and moderate correlation found in the small sample size studies.
