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A case study of the perceptions of e...

Rutledge, Sara Alexis.

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A case study of the perceptions of educators and representation of gender in the curriculum of a rural school district.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A case study of the perceptions of educators and representation of gender in the curriculum of a rural school district./
作者:	Rutledge, Sara Alexis.
面頁冊數:	184 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3556.
Contained By:	Dissertation Abstracts International66-10A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3193347
ISBN:	0542374978

A case study of the perceptions of educators and representation of gender in the curriculum of a rural school district.
Rutledge, Sara Alexis.

A case study of the perceptions of educators and representation of gender in the curriculum of a rural school district. - 184 p.

Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3556.

Thesis (D.Ed.)--Indiana University of Pennsylvania, 2005.

The purpose of this study was to examine the following research questions: What are the perceptions of administrators and elementary teachers in a rural school district of a gender-equitable elementary curriculum?; How do curriculum materials selected by the district reflect the concept of gender equity?; and, What current policies and district documents are being implemented to ensure gender equity in the district?

ISBN: 0542374978Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A case study of the perceptions of educators and representation of gender in the curriculum of a rural school district.
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245 1 2 $a A case study of the perceptions of educators and representation of gender in the curriculum of a rural school district.
300 $a 184 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3556.
500 $a Chairperson: Beatrice S. Fennimore.
502 $a Thesis (D.Ed.)--Indiana University of Pennsylvania, 2005.
520 $a The purpose of this study was to examine the following research questions: What are the perceptions of administrators and elementary teachers in a rural school district of a gender-equitable elementary curriculum?; How do curriculum materials selected by the district reflect the concept of gender equity?; and, What current policies and district documents are being implemented to ensure gender equity in the district?
520 $a The literature review included: a discussion of theoretical feminist frameworks to provide a foundation for examining gender equity, an examination of gender identity construction from birth to adulthood, a review of gender equity legislation in the United States, a discussion of what gender equity is (and is not), and lastly, an analysis of gender inequities in our nation's schools.
520 $a The method of investigation was qualitative inquiry which included teacher and administrator interviews, textbook analysis, document analysis, and policy analysis. Five recommendations emerged from the study. First, teachers and administrators need a clearer definition of what gender equity is, an increased knowledge of gender equity legislation (including knowledge of who the Title IX coordinator for the district is), specific strategies for promoting gender equity, and professional development on issues related to gender equity in education. Second, teacher education programs at the undergraduate and graduate level need to address issues related to gender equity in education. Third, current textbooks used in and those being considered for adoption by the district need to be analyzed using gender equity checklists. Fourth, a cohesive district-wide gender equity policy is necessary and district officials must ensure equitable compensation for all employees. Finally, that boys must be invited to participate in literacy-based activities such as reading, writing, and music and girls need to be encouraged to get more involved in athletics.
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