Date of Award

8-2008

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

John W. Hill

Second Advisor

Kay A. Keiser

Third Advisor

Neal F. Grandgenett

Abstract

In this study girls (n = 30) reported a statistically significantly greater capacity for caring compared to boys ( n = 30) on the caring domain of the International Baccalaureate Primary Years Program Student Self Assessment Learner Profile. However, the null hypothesis was not rejected for boys' and girls' reported levels of risk-taking behavior running counter to literature suggesting that boys are ipso facto bigger risk-takers than girls. However, in this study a greater advantaged classroom performance was not consistent with the research literature positing a stronger classroom performance in language arts (reading and writing) for girls compared to boys or a greater advantaged classroom performance in science and math for boys compared to girls. Overall, statistical equipoise was observed for all academic comparisons including reading, language, math, science, and social studies teacher ratings of classroom performance. It is recommended that further research compare boys and girls as they mature and participate in the International Baccalaureate Middle Years and high school International Baccalaureate Diploma Programs to determine overall preparedness for post-secondary studies. International Baccalaureate programs must increasingly include racially and economically diverse students.

Comments

Department formerly called Educational Administration and Supervision.

A Dissertation Presented to the Faculty of The Graduate College of the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education In Educational Administration.

Copyright 2008 Suzanne R. Melliger

Download

COinS