Gender specific student factors at a primary teacher education college As part of a research conducted to find declarations for the higher drop-out rate of male students at a college for teachers of primary education, we investigated student factors that may influence student achievements. This article reports the results of a pilot study conducted to identify student factors and to try out an instrument for investigating and exploring these sex-specific student factors. Data were collected by interviewing first year students and analysed by means of the ‘Grounded theory’ approach (Glaser & Strauss, 1967). The results indicate relevant, gender specific differences in motives and expectations.
|Number of pages||16|
|Publication status||Published - 2004|