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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010307101 | LC212.92 G46 2007 | Open Access Book | Book | Searching... |
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Summary
Summary
What's missing from your teacher education program? According to research studies, one glaring omission is gender. Tomorrow's teachers receive little instruction or training on the tremendous impact of gender in the classroom. Just how does gender influence teaching, the curriculum, and the lives of teachers and students in the classroom? This unique book has been designed to answer these questions.
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Gender in the Classroom is intended to be used across the teacher education curriculum--from subject-specific methods courses to foundations, from educational psychology to student teaching. It can be adopted for an entire program, or several instructors can adopt it jointly, or a single instructor can adopt it as one of several or a supplementary text for a course. A comprehensive Instructor's Manual provides information and materials for teacher educators who adopt the text.nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;
Each chapter offers practical information and skills about gender and sex differences, curriculum, and specific teaching methods. Written in a lively style, the text features a number of interactive activities to engage and instruct the reader.
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The chapters follow a common format designed to invite student interest and action. Each is built around Essential Equity Questions that focus on pertinent gender-related questions and issues in a specific subject area:
*the role of women in education--intersections of the teaching profession, feminism, and teachers as activists for social change;
*gender differences in cognitive ability, attitudes, and behavior;
*how to teach and implement Title IX;
*how to observe classrooms to "see" gender bias;
*social studies education;
*English/language arts methods;
*science education; and
*mathematics and technology education.
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Interactions in each chapter engage students in activities to promote understanding. Each Interaction is linked to one or more specific INTASC standards. In the last chapter, the emphasis is on applying many of the skills learned previously--it gives student teachers and their supervisors several tools they can use for analyzing classroom teaching and detecting gender bias. This chapter also includes a culminating activity for identifying and correcting curricular bias. In fact, many of the techniques in this text can be applied to uncover and correct not only gender bias, but racial, ethnic, and cultural bias as well.nbsp;The Instructor's Manual [978-0-8058-5475-6] is now available electronically (please contact our customer service department to request a copy).
Table of Contents
Preface | p. xi |
1 Strong Women Teachers: Their Struggles and Strategies for Gender Equity | p. 1 |
Essential Equity Question 1.1 What are the salient social, cultural, political, and economic factors that affected female teachers in the 20th century? | p. 2 |
Essential Equity Question 1.2 What strategies did female teachers use and what roles did they play to respond to social, cultural, political, and economic barriers? | p. 6 |
Essential Equity Question 1.3 How did feminist ideology and the contemporary women's movement inform and influence female teachers in their efforts to achieve workplace equity? | p. 11 |
Resources | p. 25 |
References | p. 29 |
2 Gender Differences in Cognitive Ability, Attitudes, and Behavior | p. 33 |
Essential Equity Question 2.1 Are there gender differences in cognitive ability? | p. 34 |
Essential Equity Question 2.2 What are some of the psychological and social differences between boys and girls? | p. 41 |
Essential Equity Question 2.3 Are there gender differences in learning styles? | p. 47 |
Essential Equity Question 2.4 How might classrooms be organized to improve academic achievement for boys and girls? | p. 56 |
Resources | p. 64 |
References | p. 67 |
3 Teachers, Students, and Title IX: A Promise for Fairness | p. 73 |
Essential Equity Question 3.1 What is Title IX and why do we need it? | p. 74 |
Essential Equity Question 3.2 How do schools comply with Title IX? | p. 80 |
Essential Equity Question 3.3 What's next for tTitle IX? Emerging issues | p. 96 |
Resources | p. 101 |
References | p. 106 |
4 Citizenship Education for the 21st Century-A Gender Inclusive Approach to Social Studies | p. 109 |
Essential Equity Question 4.1 Who are our students? | p. 110 |
Essential Equity Question 4.2 Whose story gets told in my social studies classroom? | p. 116 |
Essential Equity Question 4.3 Which instructional and assessment approaches advance gender equity in social studies classrooms? | p. 127 |
Essential Equity Question 4.4 What kinds of citizens do we want to be-What do we know and believe about the implications for social studies education of the citizenship mandate? | p. 137 |
Resources | p. 151 |
Appendix Key Concepts | p. 154 |
References | p. 161 |
5 A Gender-Inclusive Approach to English/Language Arts Methods: Literacy With a Critical Lens | p. 165 |
Essential Equity Question 5.1 How do assumptions about gender influence the teaching of literature? | p. 168 |
Essential Equity Question 5.2 How do assumptions about gender influence the teaching of writing? | p. 184 |
Essential Equity Question 5.3 How do assessment instruments, standardized and homemade, reflect or reinforce assumptions about gender and performance? | p. 196 |
Resources | p. 199 |
Appendix Key Concepts | p. 201 |
References | p. 203 |
6 A Gender Inclusive Approach to Science Education | p. 205 |
Essential Equity Question 6.1 How does the stereotype of the scientist affect students' abilities to see themselves as competent in scientific inquiry? | p. 207 |
Essential Equity Question 6.2 How does understanding the nature of science encourage greater participation in scientific activities? | p. 213 |
Essential Equity Question 6.3 How does engaging in locally relevant scientific issues and problems foster greater enthusiasm for science? | p. 216 |
Resources | p. 219 |
References | p. 222 |
7 Gender Equity Intersects With Mathematics and Technology: Problem-Solving Education for Changing Times | p. 225 |
Essential Equity Question 7.1 Why is mathematics important? | p. 226 |
Essential Equity Question 7.2 Are there gender differences in cognitive ability or learning style in mathematics and technology? | p. 233 |
Essential Equity Question 7.3 What kinds of social and cultural factors influence gender differences in cognitive abilities or in academic performance pertaining to mathematics and technology? | p. 238 |
Essential Equity Question 7.4 What kinds of instructional and assessment strategies foster mathematics and technology achievement for all students in the classroom? | p. 243 |
Resources | p. 255 |
References | p. 256 |
8 Practical Strategies for Detecting and Correcting Gender Bias in Your Classroom | p. 259 |
Essential Equity Question 8.1 What are some basic considerations in preparing for classroom observation? | p. 260 |
Essential Equity Question 8.2 What techniques can we use to fairly and effectively identify bias in classroom interaction? | p. 263 |
Essential Equity Question 8.3 How can we detect and correct curricular bias? | p. 271 |
Resources | p. 274 |
References | p. 275 |
Appendix Guide to INTASC Principles Reflected in Chapter Interactions | p. 277 |
Contributors | p. 281 |
Author Index | p. 285 |
Subject Index | p. 291 |