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A collaborative intervention to the ...

Johnson, Shaun.

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A collaborative intervention to the lack of male teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A collaborative intervention to the lack of male teachers./
作者:	Johnson, Shaun.
面頁冊數:	422 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3747.
Contained By:	Dissertation Abstracts International70-10A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3378357
ISBN:	9781109406696

A collaborative intervention to the lack of male teachers.
Johnson, Shaun.

A collaborative intervention to the lack of male teachers. - 422 p.

Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3747.

Thesis (Ph.D.)--Indiana University, 2009.

This investigation engages in three cumulative reform activities to address the lack of men in education in the United States: reframe, restructure , and intervention. The mainstream American discourse on male teachers must be reframed on democratic and progressive ideals, utilizing research consistent with multiple masculinities and the legitimacy of diverse gendered practices. The populist boys crisis commentary, justifying more male teachers vis-a-vis male underachievement and role modeling, is unfounded in the empirical literature and promotes values that preclude male participation in teaching. To assist with the design and implementation of actionable solutions, the elusive nature of the male teacher problem is restructured using a participatory methodology called Interactive Qualitative Analysis (IQA). The primary outcome is a visual, systemic representation of choosing to teach created through a series of collaborative exercises that began during a graduate seminar on men in education and culminated in follow-up interviews with 20 male elementary teachers. The study concludes with recommended interventions via interpretation of the visual model, which structures the male teacher problem in a fashion more amenable to policy solutions. It is suggested that interventions to the male teacher problem be founded on empirically based and progressive views of gender, embracing multiple masculinities and the legitimacy of teaching as masculine practice. A shift in teacher gender demographics, also including intersectional identities like race, class, and sexual orientation, will not occur if essentialist and homophobic discourses dominate the male teacher conversation.

ISBN: 9781109406696Subjects--Topical Terms:

626645
Education, Administration.

A collaborative intervention to the lack of male teachers.
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