No description available.
Archibong, Uduak E.
The purpose of this study was to develop a better understanding of the patterns of science achievement for 154 ninth-grade girls and boys on multiple-choice and short-answer constructed-response items. The study was guided by a model, developed from an extensive review of the literature, incorporating the dimensions of generalised self-efficacy, item- specific self-efficacy and worry. These variables were operationalised through selected or specifically developed quantitative and/or qualitative research methods, and a series of equivalent multiple-choice and short-answer constructed-response achievement items was constructed for two different unit tests. The participants in the study rated their item-specific self-efficacies on 5-point Likert-type scales immediately before answering each of the achievement items, and they completed a series of worry items from Spielberger's Test Anxiety Inventory halfway through each test. Qualitative data were collected by surveying all the students and by interviewing selected students. The quasi-experimental analyses revealed the absence of any practically important gender-related differences in achievement for the multiple-choice and the constructed-response achievement items. However, the boys reported more item-specific self-efficacy and less worry than the girls for each of these item-response formats, and each of these gender-related differences was judged to be practically significant. The qualitative data provided additional evidence that the girls' self-perceptions of their efficacy for answering multiple-choice and short-answer constructed-response items was lower than that of the boys. It also provided support for the model underpinning the study. Overall, there was no evidence of any practically important interactions between gender and item-response formats, for either item-specific self-efficacy, worry or achievement, ++ / indicating that neither of the item-response formats used in the study, with this group of students, advantaged one sex over the other. Additionally, the findings from this study suggested that sufficient time should be allowed during testing so that all students can complete tests to the levels of their capabilities and that, during tests, the influence of students' self-efficacies is mediated through the quality of their engagement with test items.
Whitehead, Stephen M.
No description available.
Making a Difference in Education : The role of the school and especially the teacher in empowering gender discrimination under a policy of equality.Papadimitriou, Lamprini January 2016 (has links)
The aim of this thesis is to find out how the role of the teacher can affect positively or negatively the issue of gender equality in classroom and more specifically how this question can be applied to the Greek educational system which, for years, has been following a program that suggests ways for the elimination of gender stereotyping. The reason that this thesis focuses mainly on the role of the teacher, besides the fact that teaching is my occupation, lies in the fact that the implementation of every policy presupposes the willingness of the teacher to carry out those implementations. The implementation of policies on gender issues requires a constant education and training on gender issues and rights, expanding the attitude and beliefs on the issue. So far the policies tend to aim to equality and elimination of discrimination. We will see at which level we currently are and which are the visions regarding this matter.
A policy inquiry into the development of Business Studies within the curriculum in England focussing on the transmission of implicit and explicit values within 'A' Level and GNVQ Advanced Business StudiesWells, Maxine H. January 2008 (has links)
This thesis identifies the nature of the values that students hold about business and whether they are acquired through education; the uniformity of the transmission/communication process is addressed. The study traces the views of policy makers and teachers in the policy chain, interviews students and observes classroom interactions in a longitudinal study. The research has been conducted at a time of increasing student numbers on Business Studies courses and during an ongoing debate about the sources of values students hold about business. A distinction is drawn between the values intrinsic to AngloAmerican capitalism and the values that students espouse enabling insight as to whether students are taught and hold AngloAmerican capitalist values or not. Other sources of values such as gender and students’ parttime jobs are considered. Seven policy makers (individuals influencing the creation of the ‘hidden’ or ‘overt’ curriculum) and four groups comprising ‘A’ level and GNVQ Advanced in Business Studies students and their respective teachers participated in the research. The study draws the following conclusions: students, typically, see profit as the primary business objective and this view is framed by the values intrinsic to AngloAmerican capitalism, with other values such as customer service seen as ‘instrumental’ in the pursuit of profitability. Values intrinsic to AngloAmerican capitalism were not directly being transmitted down the policy chain; however, work socialisation values were. The students were able to distinguish between their own personal values and those of business organisations; their personal values often conflicted with those of business. Factors extraneous to education, for example, students’ parttime jobs appear to have a greater influence over their knowledge of business values than that of their teachers. The students often expressed scepticism at business activities, despite no clear evidence that teachers ‘transmit’ antibusiness sentiments. Gender had some influence on the values that students held.
Robbins, Elizabeth Krimmel
Music Education / Ph.D. / American music education is focused primarily on music written by White men (Baker, 2003). However, women are more likely to believe they can find success in a career in the arts when they have positive female role models (Quimby & DeSantis, 2006). Similarly, college students are more likely to name career role models who match their own ethnicity (Karunanayake & Nuata, 2004). If young women and students of color do not get to see composers who remind them of themselves, then they will be less likely to feel confident as potential composers. The purpose of this study is to determine undergraduate music education students’ commitment to promoting the music of diverse composers in their future classrooms. A pilot study conducted in 2017 supported the need for this research. Participants in that study expressed the belief that composer diversity is important, but that their undergraduate program is not adequately preparing them to incorporate diverse composers in their teaching. The research addresses the following questions: 1) To what extent do preservice music teachers believe that composer diversity is important? 2) To what extent do preservice music teachers feel prepared to teach their students about diverse composers? 3) Are women preservice teachers and/or preservice teachers of color more likely to believe composer diversity is important than teachers who are men and/or White? All participants (n=34) were junior and senior undergraduate students studying music education at a university in the mid-Atlantic states. These preservice music teachers completed an online survey, answering Likert-style questions about how they value composer diversity, and if they feel prepared to teach music written by composers of all genders and composers of color. They were also asked to name women composers, composers of color, and women composers of color they have studied in their undergraduate program. The participants’ responses were analyzed by gender and race, and the data was analyzed with a series of Kruskal-Wallis analysis of variance tests. The results of the study suggest that while preservice music teachers believe that teaching their students about diverse composers is important, they are not enthusiastic about how prepared they are to teach about these composers. They are especially unprepared to teach their students about women of color, suggesting a need for a more intersectional approach to diverse learning (Matsuda, 2013). No differences were found between participants of different races. There were no significant differences between gender nonbinary participants (n=2) and participants of other genders. There were four significant differences between men (n=19) and women (n=13). Men responded with higher levels of agreement to the statements “I look forward to incorporating music by composers of color into my classroom” and “I look forward to incorporating music by composers of all genders into my classroom.” When asked about what factors influence their repertoire selection, women placed more importance on “The audience will enjoy the music” and “Composers of all genders are featured equally.” The median number of composers of color participants named was 5. The median number of female composers was 2.5, and the median number of female composers of color was 0. / Temple University--Theses
The Study of the Implementation of Gender Equality Education through an Experimental Program of Home Economics in a Junior High SchoolYip, Emily 23 August 2001 (has links)
The purposes of this study were to develop a gender equality program for junior high school, to inquire the individual class students' gender consciousness-raising and to find out the relation between teaching behavior and students' gender consciousness by undergoing a semester teaching experiment. The subjects were one class (19 females, 16 males) of 10th grade students in Junior High School in Kaohsiung City as the case group. The worksheet, depth interview and class observation were used to understand the real condition of the Implementation of Gender Equality Education. ¡uGender Bias Inventory¡vwas administered to the subjects before and after the program. The collective data were analyzed by qualitative and quantitative methods. The major findings were as following: (1) lacking of specific gender equality program, students had indistinct gender consciousness; (2) the response of students presented the dominant of fatherhood; (3) the program had improved the gender consciousness-raising but was rejected by some boys; (4) students who active participated in the program yearned for those knowledge; (5) Awakening of gender consciousness was obvious in the group of girls; (6) There were significant differences between boys and girls in gender bias. Teacher teaching behavior: (1) the response of students had positive feedback on teachers and induced their introspection; (2) the positive discrimination is empowerment for the weak group in the class.
Addressing the Crisis of African American Males in Community Colleges| The Impact of Leadership & Black Male InitiativesHarewood, Wayne R. 26 February 2014 (has links)
<p> The word "crisis" has been used to describe the impact of the current educational system (K-12) upon the lives of African American males. Black males are the group most likely to be negatively stereotyped, the most likely to drop out of K-12, the most likely to be harshly punished, and the most likely to be labeled as a trouble maker. "Social and incarceration problems of young dropouts are quite severe among all gender and race-ethnic groups but are frequently more severe among men and Blacks" (Sum, Khatiwada, Mclaughlin, & Palma 2009, para.16). It is up to community colleges to help remedy this crisis and to educate a host of unprepared Black men.</p><p> The purpose of this qualitative study is to look at what community college leadership is doing to retain and graduate African American men. The research is primarily focused on the success or failures of Black male initiatives (BMI's) and whether or not they have been proven successful in assisting black males to succeed. Questionnaires were sent to directors of Black male initiatives to complete. In addition, document research on African American male initiatives was reviewed. Finally, the data was analyzed to address the research questions. </p><p> Researched showed that Black BMI's help to retain and graduate African Americans at higher rates than African American men not in the program.</p><p> <i>Keywords:</i> crisis, initiatives, leadership, community college retention, Black males.</p>
Pursuing and Completing an Undergraduate Computing Degree from a Female Perspective| A Quantitative and Qualitative AnalysisRagsdale, Scott 09 August 2013 (has links)
<p> The computing profession in the United States would benefit from an increasingly diverse workforce, specifically a larger female presence, because a more gender-balanced workforce would likely result in better technological solutions to difficulties in many areas of American life. However, to achieve this balance, more women with a solid educational foundation in computing need to enter the computing workplace. Yet a common problem is most colleges and universities offering computer-related degrees have found it challenging to attract females to their programs. Also, the women who begin a computing major have shown a higher tendency than men to leave the major. The combination of these factors has resulted in a low percentage of females graduating with a computing degree, providing one plausible explanation for the current gender imbalance in the computing profession. </p><p> It is readily apparent that female enrollment and retention must be improved to increase female graduation percentages. Although recruiting women into computing and keeping them in it has been problematic, there are some who decide to pursue a computer-related degree and successfully finish. The study focused on this special group of women who provided their insight into the pursuit and completion of an undergraduate computing degree. It is hoped that the knowledge acquired from this research will inspire and encourage more women to consider the field of computing and to seek an education in it. Also, the information gathered in this study may prove valuable to recruiters, professors, and administrators in computing academia. Recruiters will have a better awareness of the factors that direct women toward computing, which may lead to better recruitment strategies. Having a better awareness of the factors that contribute to persistence will provide professors and administrators with information that can help create better methods of encouraging females to continue rather than leave. The investigation used a sequential explanatory methodology to explore how a woman determined to pursue an undergraduate computing major and to persevere within it until attaining a degree.</p>
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