Factors Related to Equitable Teaching: Implications for an Equity Issues Course.

Autor/inn/en	Ambrosio, Anthony L.; und weitere
Titel	Factors Related to Equitable Teaching: Implications for an Equity Issues Course.
Quelle	(1991), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Education; Elementary School Mathematics; Elementary School Science; Elementary School Students; Elementary School Teachers; Equal Education; Higher Education; Mathematicians; Preservice Teacher Education; Scientists; Sex Fairness; Sex Stereotypes; Teaching Skills; Attitudes Toward Women Scale; Bem Sex Role Inventory + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematician; Mathematiker; Lehramtsstudiengang; Lehrerausbildung; Scientist; Wissenschaftler; Sexualaufklärung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This study was conducted to examine sex typing of mathematicians and scientists and to evaluate a course, "Equity Issues in a Technological Society," designed to sensitize students to gender inequities in education and to expose them to more equitable teaching strategies. Subjects were 248 entering undergraduate university students enrolled in an elementary teaching program. Of these, 127 agreed to enroll in specific courses designed to enhance equitable teaching while those remaining served as controls. All subjects completed a battery of tests at the beginning of the project including the Teaching Strategies Test (TS), developed for use in this research. The TS was administered as a pre/post test to students participating in the course as well as to the control group. Results indicate that the course was successful in increasing students' awareness of effective equitable teaching strategies and useful in preparing prospective elementary teachers to teach mathematics and science in an equitable manner. Further research is recommended, which should include the degree to which equitable teaching strategies are employed in actual practice and their impact on pupils. (Author/LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC