東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

An action research project to assess...

Simm, Lynnette Marie Gresham.

FindBook

Google Book

Amazon

博客來

An action research project to assess middle school educators' professional development needs in single-sex classrooms.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An action research project to assess middle school educators' professional development needs in single-sex classrooms./
作者:	Simm, Lynnette Marie Gresham.
面頁冊數:	161 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2333.
Contained By:	Dissertation Abstracts International71-07A.
標題:	Education, Middle School. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409403
ISBN:	9781124068886

An action research project to assess middle school educators' professional development needs in single-sex classrooms.
Simm, Lynnette Marie Gresham.

An action research project to assess middle school educators' professional development needs in single-sex classrooms. - 161 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2333.

Thesis (Ed.D.)--Fielding Graduate University, 2010.

According to the National Association of Single-Sex Public Education (NASSPE, 2010), an increase of 540 public schools offering single-sex classrooms in the United States has occurred since 2001. Educators who understand the gender differences between boys and girls can inspire students to learn to the best of their ability; however, the problem with this increase is that the educators and school officials generally begin these single-sex classrooms/schools without enough education or training in gender differences and how boys and girls learn differently. The purpose of this study was to ask teachers who taught in single-sex classrooms to provide data for future professional development workshops/seminars that address the complexities of gender differences in their classroom environments. Thirty-one educators from a mid-size suburban Colorado community single-sex classroom charter middle school were invited to participate in the study. Volunteer participants were asked to join a focus group, complete a survey, and participate in interviews. The focus group participants piloted the survey and suggested changes, which led to further refinement of the survey questions and topics. The participants who filled out the survey answered questions about their need for information about gender differences, human development, psychological development and issues, curricula and teaching materials, lesson planning, and classroom management. The data collected from the surveys were shared in one-on-one interviews, which allowed for further discussion of the results and gave participants the opportunity to discuss any areas of concern. Finally, the results from all three sources of data were organized and shared with the school administration, board, and faculty. The results from the survey indicated that teachers in the study wanted more information and training on the gender differences in the brain and cognitive development, classroom management techniques, motivational techniques, and strategies for dealing with behavioral issues. These results support what the NASSPE (2010) reported is needed to provide the optimal opportunities for student success. The data provided by the participants can be used for customizing possible future professional development opportunities, for them and possibly for other single-sex and co-educational teachers.

ISBN: 9781124068886Subjects--Topical Terms:

1030813
Education, Middle School.

An action research project to assess middle school educators' professional development needs in single-sex classrooms.
LDR:03687nam 2200361 4500 001 1393454
005 20110329091438.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124068886
035 $a (UMI)AAI3409403
035 $a AAI3409403
040 $a UMI $c UMI
100 1 $a Simm, Lynnette Marie Gresham. $3 1671992
245 1 3 $a An action research project to assess middle school educators' professional development needs in single-sex classrooms.
300 $a 161 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2333.
500 $a Adviser: Sheila T. Gregory.
502 $a Thesis (Ed.D.)--Fielding Graduate University, 2010.
520 $a According to the National Association of Single-Sex Public Education (NASSPE, 2010), an increase of 540 public schools offering single-sex classrooms in the United States has occurred since 2001. Educators who understand the gender differences between boys and girls can inspire students to learn to the best of their ability; however, the problem with this increase is that the educators and school officials generally begin these single-sex classrooms/schools without enough education or training in gender differences and how boys and girls learn differently. The purpose of this study was to ask teachers who taught in single-sex classrooms to provide data for future professional development workshops/seminars that address the complexities of gender differences in their classroom environments. Thirty-one educators from a mid-size suburban Colorado community single-sex classroom charter middle school were invited to participate in the study. Volunteer participants were asked to join a focus group, complete a survey, and participate in interviews. The focus group participants piloted the survey and suggested changes, which led to further refinement of the survey questions and topics. The participants who filled out the survey answered questions about their need for information about gender differences, human development, psychological development and issues, curricula and teaching materials, lesson planning, and classroom management. The data collected from the surveys were shared in one-on-one interviews, which allowed for further discussion of the results and gave participants the opportunity to discuss any areas of concern. Finally, the results from all three sources of data were organized and shared with the school administration, board, and faculty. The results from the survey indicated that teachers in the study wanted more information and training on the gender differences in the brain and cognitive development, classroom management techniques, motivational techniques, and strategies for dealing with behavioral issues. These results support what the NASSPE (2010) reported is needed to provide the optimal opportunities for student success. The data provided by the participants can be used for customizing possible future professional development opportunities, for them and possibly for other single-sex and co-educational teachers.
520 $a Key words: Teachers, Single-Sex Classrooms, Professional Development, Gender, Gender Differences, Middle School
590 $a School code: 1503.
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0450
690 $a 0516
690 $a 0530
690 $a 0727
710 2 $a Fielding Graduate University. $b The School of Educational Leadership and Change. $3 1670997
773 0 $t Dissertation Abstracts International $g 71-07A.
790 1 0 $a Gregory, Sheila T., $e advisor
790 1 0 $a Edwards, Jennifer L. $e committee member
790 1 0 $a Mahon, Lee $e committee member
790 1 0 $a Fielding, Kimberly I. $e committee member
790 1 0 $a Collins, Robert $e committee member
790 $a 1503
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409403