A Meta-Analytic Perspective on Sex Equity in the Classroom

By Susanne M. Jones, K. Dindia. 2004

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The Social Context as a Determinant of Teacher Motivational Strategies in Physical Education (2009, methodology): “The Students’ Gender In accordance with past literature (e.g., Jones & Dindia, 2004), some teachers felt that they adapted their attempts to motivate students depending on the students’ gender.”
Gender stereotypes in education: Development, consequences, and interventions (2018, background): “…qualifications have a strong impact on teacher behavior (for an overview of gender differences in teacher-initiated teacher–student interactions see Jones & Dindia, 2004) and in turn on students’ self-concepts and motivation (see also Tiedemann, 2000; Wolter, Braun, & hannover, 2015). one might…”
Teachers as role models for physical activity: Are preschool children more active when their teachers are active? (2020, result): “However, some studies have identified a different interaction according to teacher gender with secondary school classes: female teachers showed more interactions with male students; male teachers showed more interactions with female students (Jones and Dindia, 2004; Nicaise et al., 2006).”