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

Enabling Dis/abled Females.

Evins, Ashley.

FindBook

Google Book

Amazon

博客來

Enabling Dis/abled Females.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Enabling Dis/abled Females./
作者:	Evins, Ashley.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	342 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
Contained By:	Dissertations Abstracts International80-06A.
標題:	Disability studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11016235

Enabling Dis/abled Females.
Evins, Ashley.

Enabling Dis/abled Females. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 342 p.

Source: Dissertations Abstracts International, Volume: 80-06, Section: A.

Thesis (Ed.D.)--University of Southern California, 2018.

This item must not be sold to any third party vendors.

Female students in context of dis/ability are an understudied population. The intention of this study was to understand what practices and perceptions worked to empower this population, in hopes of extrapolating these to better serve dis/abled females. This study asserted that teacher beliefs regarding race/ethnicity, gender, socio-economic status, and ability informed how students were perceived and their relative academic need. Teacher perceptions set expectations, informed interactions and guided learning opportunities. This qualitative case study, therefore, explored how a single teacher's beliefs regarding female students in context of dis/ability were expressed and revealed through his interactions. This participant, Mark, was selected using a nomination sample that sought to find a teacher who was exemplary at working with female students in order to identify efficacious practices and mindsets. Data was collected from classroom observations and semi-structured and informal interviews. Raw data was coded using in vivo codes, providing open codes. From this, axial codes and finally selective codes were generated. These selective codes were then checked against my conceptual framework generated from an in-depth literature review to determine credibility of these findings. The findings revealed that Mark was a well-intentioned teacher whose lack of reflection caused him not to see the unique learning needs of his students. His gender-neutral and color-blind mindset had detrimental effects, causing him to engage in destructive interactions more frequently with students who were not aligned with him. Despite his desire to build equality in the classroom, his narrowed view limited his ability to see female student need.Subjects--Topical Terms:

543687
Disability studies.

Enabling Dis/abled Females.
LDR:02763nmm a2200325 4500 001 2206511
005 20190828120152.5
008 201008s2018 ||||||||||||||||| ||eng d
035 $a (MiAaPQ)AAI11016235
035 $a (MiAaPQ)US_Calif_476697
035 $a AAI11016235
040 $a MiAaPQ $c MiAaPQ
100 1 $a Evins, Ashley. $3 3433419
245 1 0 $a Enabling Dis/abled Females.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 342 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Slayton, Julie.
502 $a Thesis (Ed.D.)--University of Southern California, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Female students in context of dis/ability are an understudied population. The intention of this study was to understand what practices and perceptions worked to empower this population, in hopes of extrapolating these to better serve dis/abled females. This study asserted that teacher beliefs regarding race/ethnicity, gender, socio-economic status, and ability informed how students were perceived and their relative academic need. Teacher perceptions set expectations, informed interactions and guided learning opportunities. This qualitative case study, therefore, explored how a single teacher's beliefs regarding female students in context of dis/ability were expressed and revealed through his interactions. This participant, Mark, was selected using a nomination sample that sought to find a teacher who was exemplary at working with female students in order to identify efficacious practices and mindsets. Data was collected from classroom observations and semi-structured and informal interviews. Raw data was coded using in vivo codes, providing open codes. From this, axial codes and finally selective codes were generated. These selective codes were then checked against my conceptual framework generated from an in-depth literature review to determine credibility of these findings. The findings revealed that Mark was a well-intentioned teacher whose lack of reflection caused him not to see the unique learning needs of his students. His gender-neutral and color-blind mindset had detrimental effects, causing him to engage in destructive interactions more frequently with students who were not aligned with him. Despite his desire to build equality in the classroom, his narrowed view limited his ability to see female student need.
590 $a School code: 0208.
650 4 $a Disability studies. $3 543687
650 4 $a Womens studies. $3 2122688
650 4 $a Special education. $3 516693
690 $a 0201
690 $a 0453
690 $a 0529
710 2 $a University of Southern California. $3 700129
773 0 $t Dissertations Abstracts International $g 80-06A.
790 $a 0208
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11016235