悉尼代写essay:恐吓和骚扰

2017-04-26 00:46

这种自由来自恐吓和骚扰，包括敌对和侵略性行为对女人，有自信的女孩，在学术上的努力参与显著影响（帕克和Rennie 2002）。“在单一性别班级，女孩被观察到（并认为自己）参与更多、更外向，与老师有更多的互动与其他学生较少受到骚扰比男女混合班”（Parker和雷尼2002，888-889）。杰克逊和史米斯（2000）同样发现，教师和女孩都认为学习环境比混合环境更具支持性，随着时间的推移，这样的环境已被证明能增加课堂的信心。老师们注意到，女孩从一个共同受教育的人进入一个单一的性学习环境是不太可能参加冒险。他们不愿意尝试的问题，他们怀疑他们能解决，和不舒服，提出开放式的问题，没有可辨认的“正确”的答案（帕克和Rennie 2002）。然而，当没有男孩在课堂上，教师可以解决这些行为建设性。当女孩被鼓励去探索问题、想法或者设计自己的活动，他们逐渐变得更加舒适与尝试更“危险”的项目，他们的成功并不能保证（帕克和Rennie 2002）。
悉尼代写essay:恐吓和骚扰
This freedom from intimidation and harassment, including hostile and aggressive behaviour towards women, was found to have a marked impact on girls confidence and participation in academic endeavours (Parker and Rennie 2002). “In single-sex classes, girls were observed to (and also perceived themselves to) participate more, be more extroverted, have more interaction with the teacher and receive less harassment from other students than in mixed-sex classes” (Parker and Rennie 2002, 888-889). Jackson and Smith (2000) similarly found that both teachers and girls perceived the learning environment to be more supportive than mixed environments.Over time, such environments have been shown to lead to increased confidence in the classroom. Teachers noted that girls entering a single-sex learning environment from a co-educational one were far less likely to have participated in risk-taking. They were unwilling to attempt a problem they doubted they could solve correctly, and were uncomfortable when presented with open-ended questions for which there was no identifiably “right” answer (Parker and Rennie 2002). However, when no boys were in the class, teachers could address these behaviours constructively. As the girls were encouraged to explore issues and ideas or design their own activities, they gradually became more comfortable with trying more “risky” projects where their success was not guaranteed (Parker and Rennie 2002).