• Abd El Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., ... Tuan, H. L. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397-419. https://doi.org/10.1002/sce.10118.
• American Association for the Advancement of Science (1990). Effective Learning and Teaching; Teaching Science, Mathematics, and Technology. Retrieved from http://www.project2061.org/publications/sfaa/online/Chap13.htm.
• American Association for the Advancement of Science. (1998). Blueprints for Reform: Science, Mathematics, and Technology Education. New York: Oxford University Press, 1998.
• Basow, S. A. (1999). Student evaluations of college professors: When gender matters. Journal of Educational Psychology 87(4), 656-65. https://doi.org/10.1037/0022-0663.87.4.656.
• Boohan, R. (2016). The Language of Mathematics in Science: A Guide for Teachers of 11-16 Science. The Association for Science Education, Nuffield Foundation. Retrieved from https://www.ase.org.uk/mathsinscience.
• Bottia, M. C., Stearns, E., Mickelson, R. A., Moller, S., & Valentinoc, L. (2015). Growing the Roots of STEM Majors: Female Math and Science High School Faculty and the Participation of Students in STEM. Working paper series No. 103. https://doi.org/10.1016/j.econedurev.2015.01.002.
• BouJaoude, S., & Gholam, G. (2013). Gender and science in the Arab states: current status and future prospects. In N. Mansour & R. Wegerif (Eds.), Science Education and Diversity (pp. 339-358). New York, NY: Springer. https://doi.org/10.1007/978-94-007-4563-6_17.
• Brotman, J. S., & Moore, F. M. (2008) Girls and science: A review of four themes in the science education literature. J. Research in Science Teaching, (45), 971-1082. https://doi.org/10.1002/tea.20241.
• Carrington, B., Tymms, P., & Merrell, C. (2008). Role models, school improvement and the ‘gender gap’—do menbring out the best in boys and women the best in girls? British Educational Research Journal, 34(3), 315-327. https://doi.org/10.1080/01411920701532202.
• Centra, J. A., & Gaubatz, N. B. (1998). Is there gender bias in student ratings of instruction? Journal of Higher Education, 70, 17-33. https://doi.org/10.1080/00221546.2000.11780814.
• Clarke, V., & Braun, V. (2013) Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123.
• Driver, R., Leach, J., Millar, R., & Scott, P. (2007). Young people’s images of science. Bristol, PA: Open University Press.
• Feldman, K. A. (1992). College students’ view of male and female college teachers: Part I—Evidence from the social laboratory and experiments. Research in Higher Education, 33, 317-75. https://doi.org/10.1007/BF00992265.
• Francis, B., Skelton, C., Carrington, B., Hutchings, M., Read B., & Hall I. (2006). A Perfect Match? Pupils’ and teachers’ views of the impact of matching educators and learners by gender. Paper presented at the British Educational Research Association Annual Conference, University of Warwick, 6-9 September 2006.
• Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction, White Plains. NY: Longman, 1996.
• Galloway, K. R., & Bretz, S. L. (2015). Measuring Meaningful Learning in the Undergraduate General Chemistry and Organic Chemistry Laboratories: A Longitudinal Study. J. Chem. Educ., 92(12), 2019–2030. https://doi.org/10.1021/acs.jchemed.5b00538.
• Gardner, P. L. (1975). Attitudes to science. Studies in Science Education, 2, 1–41. https://doi.org/10.1080/03057267508559818.
• Gilmartin, S., Denson, N., Li, E., Bryant, A., & Aschbacher P. (2007). Gender ratios in high school science departments: The effect of percent female faculty on multiple dimensions of students’ science identities. Journal of Research in Science Teaching, 44(7), 980–1009. https://doi.org/10.1002/tea.20179.
• Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: Jossey-Bass.
• Griffith, A. (2010). Persistence of women and minorities in STEM field majors: Is it the school that matters? Economics of Education Review, 29(6), 911-922. https://doi.org/10.1016/j.econedurev.2010.06.010.
• Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: foundation for the 21st century. Science Education, 88, 28-54. https://doi.org/10.1002/sce.10106.
• Ibe, J. O., Adah, S. A., & Ihejiamaizu, C. C. (2013). Assessment of Secondary School Chemistry Teachers’ Quality through Identification and Use of Laboratory Apparatus in Cross. Journal of Education and Practice, 4(5).
• Islahi, F., & Nasreen (2013) Who Make Effective Teachers, Men or Women? An Indian Perspective. Universal Journal of Educational Research, 1(4), 285-293. https://doi.org/10.13189/ujer.2013.010402.
• Koballa, T. R. (1995). Learning science in the schools: Research reforming practice. In S. M. Glynn & R. Duit (Eds.), Children’s attitudes toward learning science (pp. 59–84).
• Lacey, C. H., Saleh, A., & Gorman, R. (1998). Teaching nine to five: A study of the teaching styles of male and female professors. Paper presented at the Annual Women in Educational Leadership Annual Conference. Nebraska October 11-12.
• Lim, J., & Meer, J. (2017). The Impact of Teacher-Student Gender Matches, Random Assignment Evidence from South Korea. Journal of Human Resources, 52(4), 979-997. https://doi.org/10.3368/jhr.52.4.1215-7585R1.
• Martin, A., & Marsh, H. (2005). Motivating boys and motivating girls: Does teacher gender really make a difference? Australian Journal of Education, 49(3), 320-334. https://doi.org/10.1177/000494410504900308.
• Martin, M. O., Mullis, I. V. S., Foy, P., & Hooper, M. (2016). TIMSS 2015 International results in science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/international-results/.
• McCormick, R., & Murphy, P. (1998). The Use of Mathematics in Science and Technology Education, Perspectives and Issues. Paper presented at the British Educational Research Association Annual Conference, The Queen’s University of Belfast, Northern Ireland, 27th - 30th August 1998. Retrieved from http://www.leeds.ac.uk/educol/documents/000000807.htm.
• Millar, R., & Abraham, I. (2009). Practical Work: making it more effective. Science School Research, 91(334), 59-64.
• Mullis, I. V. S., Martin, M. O., & Loveless, T. (2016). 20 Years of TIMSS: International Trends in Mathematics and Science Achievement, Curriculum, and Instruction. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Retrieved from http://timss2015.org/timss2015/wp-content/uploads/2016/T15-20-years-of-TIMSS.pdf.
• Novak, J. D. (2011). A Theory of education: meaningful learning underlies the constructive integration of thinking, feeling, and acting leading to empowerment and responsibility. Meaningful learning Review, 1, 1-14.
• OECD. (2016a). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic and Financial Literacy, PISA, OECD Publishing, Paris. Retrieved from https://www.mecd.gob.es/dctm/inee/internacional/pisa-2015-frameworks.pdf?documentId=0901e72b820fee48.
• OECD. (2016b). PISA 2015 Results in focus. Retrieved from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf.
• OECD. (2018a). Education GPS. Retrieved from http://gpseducation.oecd.org.
• OECD. (2018b). Country profile, Qatar. Retrieved from http://gpseducation.oecd.org/CountryProfile?primaryCountry=QAT&treshold=10&topic=PI.
• Osborne, J., Simon, S., & Collins, S. (2003). Attitude towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079. https://doi.org/10.1080/0950069032000032199.
• Piburn, M., Sawada, D., Falconar, K. Truly, J. Benford, R., & Bloom, I. (2000). Reformed Teaching Observation Protocol (RTOP). Technical Report No. IN00-1 Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) Retrieved from https://mathed.asu.edu/instruments/rtop/RTOP_Reference_Manual.pdf.
• Russell, C., & Weaver, G. (2008). Student Perceptions of the Purpose and Function of the Laboratory in Science: A Grounded Theory Study. International Journal for the Scholarship of Teaching and Learning, 2(2). https://doi.org/10.20429/ijsotl.2008.020209.
• Said, Z. (2016). Science Education Reform in Qatar: Progress and Challenges. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 2253-2265. https://doi.org/10.12973/eurasia.2016.1301a.
• Said, Z. (July 2014) The Importance of Practical Activities in School Science: Perspectives of Independent School Teachers in Qatari Schools. The 5th International Conference on Education and New Learning Technologies EDULEARN13, Barcelona, Spain. Proceedings, 4847-4856.
• Said, Z., & Al-Amadi, A. (2018a). The Role of Family Engagement in Students’ Scıence Learnıng In Qatarı Schools. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 11, 142-152.
• Said, Z., Adam, E., & Abu-Hannieh, A. (2018b). Enhancement of School Students’ Interest in, and Attitude toward Science by Training Their Teachers on Effective Delivery of Practical Activities. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 9, 52-58.
• Said, Z., Al-Emadi, A. A., Friesen, H. L., & Adam, E. (2018). Assessing the Science Interest, Attitude, and Self-Efficacy of Qatari Students at the Preparatory, Secondary, and University Levels. Eurasia Journal of Mathematics, Science & Technology Education, 14(12), em1618. https://doi.org/10.29333/ejmste/94733.
• Said, Z., Anwari, M., Al-Shahrouri, H., & Adam, E. (2018c). Impact of Long Training Course for Science Teachers on Their Delivery Skills of Practical Science. Proceedings of International Conference of Education, Research and Innovation ICERI2018, 12th-14th November 2018, Seville, Spain. The International Academy of Technology, Education and Development (IATED), 8168-8174. https://doi.org/10.21125/iceri.2018.0476.
• Said, Z., Summers, R., Abd-el-Khalick, F., & Wang, S. (2016b). Attitudes toward science among grades 3 through 12 Arab students in Qatar: findings from a cross-sectional national study. International Journal of Science Education, 38(4), 621-643. https://doi.org/10.1080/09500693.2016.1156184.
• Schibeci, R. A. (1984). Attitudes to science: An update. Studies in Science Education, 11, 26–59. https://doi.org/10.1080/03057268408559913.
• Sellami, A., Kimmel, L., Wittrock, J., Hunscher, B., Cotter, A., Al-Emadi, A., & Al-Emadi, D. (2017). Factors shaping Qatari students’ career expectations in STEM, business, or public sectors fields. Eurasia Journal of Mathematics, Science & Technology Education, 13(10), 6491-6505. https://doi.org/10.12973/ejmste/77043.
• Shumow, L., & Schmidt, J. A. (2014). Enhancing Adolescents’ Motivation for Science SAGE publications, Thousand Oaks, California (p. 127).
• Strati, A. D., & Schmidt, J. A. (2013). Exploring the role of teacher challenge and support in high school general science classrooms. The annual meeting of the American Educational Research Association, San Francisco, April, 2012.
• Sullivan, G. M., & Feinn, R. (2012). Using Effect Size-or Why the p value is Not Enough. Journal of Graduate Medical Education, 4(3), 279-282. https://doi.org/10.4300/JGME-D-12-00156.1.
• Tashakkori A., & Teddle, C. (2003). Handbook of mixed methods in social and behavioral research. Thousand Oaks, CA: Sage.
• Wentzel, K. R., Battle, A., Russel, S. L., & Loony, L.B. (2010). Social supports from teachers and peers as predictors of academic and social motivating. Contemporary Psychology, 35(3), 193-202. https://doi.org/10.1016/j.cedpsych.2010.03.002.
• Wood, T. D. (2012). Teacher Perceptions of Gender-Based Differences among Elementary School Teachers. International Electronic Journal of Elementary Education, 4(2), 317-345.

Vancouver

El-Emadi AA, Said Z, Friesen HL. Teaching Style Differences between Male and Female Science Teachers in Qatari Schools: Possible Impact on Student Achievement. EURASIA J Math Sci Tech Ed. 2019;15(12):em1800. https://doi.org/10.29333/ejmste/109236

APA

El-Emadi, A. A., Said, Z., & Friesen, H. L. (2019). Teaching Style Differences between Male and Female Science Teachers in Qatari Schools: Possible Impact on Student Achievement. Eurasia Journal of Mathematics, Science and Technology Education, 15(12), em1800. https://doi.org/10.29333/ejmste/109236

AMA

El-Emadi AA, Said Z, Friesen HL. Teaching Style Differences between Male and Female Science Teachers in Qatari Schools: Possible Impact on Student Achievement. EURASIA J Math Sci Tech Ed. 2019;15(12), em1800. https://doi.org/10.29333/ejmste/109236

Chicago

El-Emadi, Ahmad A., Ziad Said, and Heather L. Friesen. "Teaching Style Differences between Male and Female Science Teachers in Qatari Schools: Possible Impact on Student Achievement". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 12 (2019): em1800. https://doi.org/10.29333/ejmste/109236

Harvard

El-Emadi, A. A., Said, Z., and Friesen, H. L. (2019). Teaching Style Differences between Male and Female Science Teachers in Qatari Schools: Possible Impact on Student Achievement. Eurasia Journal of Mathematics, Science and Technology Education, 15(12), em1800. https://doi.org/10.29333/ejmste/109236

MLA

El-Emadi, Ahmad A. et al. "Teaching Style Differences between Male and Female Science Teachers in Qatari Schools: Possible Impact on Student Achievement". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 12, 2019, em1800. https://doi.org/10.29333/ejmste/109236