東華大學圖書館 |

Queering Science Teacher Education : = Exploring Changes in Pre-Service Science Teachers' Attitudes and Beliefs About Gender and Sexual Diversity-Inclusive Science Teaching.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Queering Science Teacher Education :/
其他題名:	Exploring Changes in Pre-Service Science Teachers' Attitudes and Beliefs About Gender and Sexual Diversity-Inclusive Science Teaching.
作者:	Wright, Gary William, III.
面頁冊數:	1 online resource (279 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Education reform. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29289749click for full text (PQDT)
ISBN:	9798845461988

Queering Science Teacher Education : = Exploring Changes in Pre-Service Science Teachers' Attitudes and Beliefs About Gender and Sexual Diversity-Inclusive Science Teaching.
Wright, Gary William, III.

Queering Science Teacher Education :Exploring Changes in Pre-Service Science Teachers' Attitudes and Beliefs About Gender and Sexual Diversity-Inclusive Science Teaching. - 1 online resource (279 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2022.

Includes bibliographical references

Students who identify as Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) continue to report feelings of being unsafe at school due to their sexual orientation, gender expression, and gender identity. Access to an inclusive curriculum and supportive teachers can have a significant positive impact on LGBTQ students' feelings of safety, academic performance, educational aspirations, and sense of school belonging and well-being. Unfortunately, these supports are often not included in science classrooms. One response is for science teacher education programs to ensure that pre-service science teachers (PSSTs) are prepared to enact gender and sexual diversity (GSD)-inclusive science teaching (GSDST) in their future science classrooms. GSD topics, perspectives, and themes are often excluded in teacher education programs, and research has broadly investigated pre-service teachers' attitudes and beliefs about GSD-inclusive teaching. However, little is known about PSSTs' attitudes and beliefs about GSDST, how they change over time, as well as how interventions should be designed to foster GSD-inclusive attitudes and beliefs. Addressing these gaps in the literature will inform best practices for science teacher education programs to design and implement professional development for PSSTs. Using a convergent mixed methods research design, this dissertation collected quantitative and qualitative data to explore how PSSTs' attitudes and beliefs about GSDST changed after participating in a GSD-infused intervention designed around a conceptual framework of teaching advocacy for queer youth and to explore which design elements of the intervention contributed to changes in their attitudes and beliefs. Results showed that the PSSTs were mostly supportive of measures indicative of GSDST prior to the intervention, and there was an overall trend in favor of GSDST with small to medium effect sizes after the intervention. Qualitative findings indicated that although there was a general positive trend in PSSTs' attitudes and beliefs about GSDST and that the participants reflected positively on the intervention, there were no deep changes in their attitudes and beliefs as evidenced through their focus on student safety and an "Add LGBT and Stir" approach prior to and after the intervention. Furthermore, the qualitative data revealed five design features of the intervention that contributed to the observed changes: group dialogue; coherence to Ambitious Science Teaching; GSD terminology; knowledge of intersex, hormones, and LGBTQ scientists; and relevant case studies. Results suggested that more research should be done on how to support deeper changes in PSSTs' attitudes and beliefs about GSDST that equip them with skills necessary to disrupt the macrolevel structures of science education that continue to marginalize queer students. These findings will contribute to a more nuanced understanding of how to prepare science teachers to address GSDST and better meet the needs of all their students consistent with recent calls for GSD equity in science education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798845461988Subjects--Topical Terms:

3557624
Education reform.
Index Terms--Genre/Form:

542853
Electronic books.

Queering Science Teacher Education : = Exploring Changes in Pre-Service Science Teachers' Attitudes and Beliefs About Gender and Sexual Diversity-Inclusive Science Teaching.
LDR:04549nmm a2200397K 4500 001 2355944
005 20230530061514.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798845461988
035 $a (MiAaPQ)AAI29289749
035 $a (MiAaPQ)NCState_Univ18402039681
035 $a AAI29289749
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Wright, Gary William, III. $3 3696409
245 1 0 $a Queering Science Teacher Education : $b Exploring Changes in Pre-Service Science Teachers' Attitudes and Beliefs About Gender and Sexual Diversity-Inclusive Science Teaching.
264 0 $c 2022
300 $a 1 online resource (279 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
500 $a Advisor: Delgado, Cesar ; Kim, Mi.
502 $a Thesis (Ph.D.)--North Carolina State University, 2022.
504 $a Includes bibliographical references
520 $a Students who identify as Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) continue to report feelings of being unsafe at school due to their sexual orientation, gender expression, and gender identity. Access to an inclusive curriculum and supportive teachers can have a significant positive impact on LGBTQ students' feelings of safety, academic performance, educational aspirations, and sense of school belonging and well-being. Unfortunately, these supports are often not included in science classrooms. One response is for science teacher education programs to ensure that pre-service science teachers (PSSTs) are prepared to enact gender and sexual diversity (GSD)-inclusive science teaching (GSDST) in their future science classrooms. GSD topics, perspectives, and themes are often excluded in teacher education programs, and research has broadly investigated pre-service teachers' attitudes and beliefs about GSD-inclusive teaching. However, little is known about PSSTs' attitudes and beliefs about GSDST, how they change over time, as well as how interventions should be designed to foster GSD-inclusive attitudes and beliefs. Addressing these gaps in the literature will inform best practices for science teacher education programs to design and implement professional development for PSSTs. Using a convergent mixed methods research design, this dissertation collected quantitative and qualitative data to explore how PSSTs' attitudes and beliefs about GSDST changed after participating in a GSD-infused intervention designed around a conceptual framework of teaching advocacy for queer youth and to explore which design elements of the intervention contributed to changes in their attitudes and beliefs. Results showed that the PSSTs were mostly supportive of measures indicative of GSDST prior to the intervention, and there was an overall trend in favor of GSDST with small to medium effect sizes after the intervention. Qualitative findings indicated that although there was a general positive trend in PSSTs' attitudes and beliefs about GSDST and that the participants reflected positively on the intervention, there were no deep changes in their attitudes and beliefs as evidenced through their focus on student safety and an "Add LGBT and Stir" approach prior to and after the intervention. Furthermore, the qualitative data revealed five design features of the intervention that contributed to the observed changes: group dialogue; coherence to Ambitious Science Teaching; GSD terminology; knowledge of intersex, hormones, and LGBTQ scientists; and relevant case studies. Results suggested that more research should be done on how to support deeper changes in PSSTs' attitudes and beliefs about GSDST that equip them with skills necessary to disrupt the macrolevel structures of science education that continue to marginalize queer students. These findings will contribute to a more nuanced understanding of how to prepare science teachers to address GSDST and better meet the needs of all their students consistent with recent calls for GSD equity in science education.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Education reform. $3 3557624
650 4 $a Science teachers. $3 628055
650 4 $a Core curriculum. $3 3559991
650 4 $a Oppression. $3 804002
650 4 $a School environment. $3 541935
650 4 $a Gender identity. $3 523751
650 4 $a Continuing education. $3 527504
650 4 $a Curriculum development. $3 684418
650 4 $a Education. $3 516579
650 4 $a Educational administration. $3 2122799
650 4 $a Gender studies. $3 2122708
650 4 $a Science education. $3 521340
650 4 $a Teacher education. $3 3172312
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0651
690 $a 0727
690 $a 0515
690 $a 0514
690 $a 0733
690 $a 0714
690 $a 0530
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertations Abstracts International $g 84-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29289749 $z click for full text (PQDT)