Efficacy of a gender and ethnic equity in science education curriculum for preservice teachers

Bullock, Linda D.

doi:10.1002/(sici)1098-2736(199712)34:10<1019::aid-tea4>3.3.co;2-4

Cited by 4 publications

(7 citation statements)

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“…Eckart and Tracy (1993), Titus (1993), and Bullock (1997) corroborate this finding. This disregard is unacceptable due to the expectation that future teachers provide a learning environment where all students can reach their academic potential as dictated by federal and state laws (PL 94-142 ensures "least restrictive learning environment" for all students; Chapter 9 and Title I provide extra funding to support math and reading remediation; 1964 Civil Rights Act, Title IX, prohibits discrimination based on sex in educational environments that receive federal funds).…”

Section: Teacher Educationmentioning

confidence: 77%

“…It seems pedagogically lax not to address this important issue during preservice training (AAUW, 1991;Bullock, 1997;Campbell & Sanders, 1997).…”

Section: Teacher Educationmentioning

confidence: 99%

“…Bullock (1997) created and used a program called Gender and Ethnic Equity in Science Education (GEESE), in which six preservice teachers engaged in a process of sensitivity training and implementation of equitable science teaching. Using the student teaching semester as the only period for training in equitable teaching behaviors was overwhelming for Bullock's students.…”

Section: Teacher Educationmentioning

confidence: 99%

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Gender‐Equitable Teaching Behaviors: Preservice Teachers’ Awareness and Implementation

Tracy

Lane

1999

Equity & Excellence in Education

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Section: Teacher Educationmentioning

confidence: 77%

“…It seems pedagogically lax not to address this important issue during preservice training (AAUW, 1991;Bullock, 1997;Campbell & Sanders, 1997).…”

Section: Teacher Educationmentioning

confidence: 99%

Section: Teacher Educationmentioning

confidence: 99%

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Gender‐Equitable Teaching Behaviors: Preservice Teachers’ Awareness and Implementation

Tracy

Lane

1999

Equity & Excellence in Education

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“…Teachers do treat girls and boys differently, but the extensiveness of this differential treatment, whether it is perceived by students, and how it might affect their sex role behavior and attitudes is unknown" (p. 173). Instruction in equity issues is almost nonexistent in the teacherʼs training curricula in many countries (Bullock, 1997), yet seems critical given the potential effects on students.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Students’ Perceptions of Teacher Feedback and Physical Competence in Physical Education Classes: Gender Effects

Niçaise

Cogérino

Bois

et al. 2006

Journal of Teaching in Physical Education

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Feedback is considered a critical teaching function, and researchers in sport pedagogy have shown interest in verifying its importance in physical education. Many observational studies have found that boys receive more attention and feedback, particularly praise, criticism, and technical information, than girls. Nevertheless, little is known about students’ perceptions of teacher–student interactions. The aim of this study was to investigate whether students’ perceptions of teacher feedbacks are gender-differentiated in physical education, as well as to determine how perceived feedback is related to students’ perceptions of competence. French high school students (N = 450: 200 boys, 250 girls) completed questionnaires assessing their perceptions of their teachers’ feedback and their perceptions of competence. Results indicated gender differences in the set of variables. Furthermore, the influence of teacher feedback on girls’ perceptions of competence was strong, whereas little relationship was found for boys. These findings are then discussed in terms of teaching effectiveness.

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“…Sadket and Sadker [11] noted that male students received more praises and criticisms from the teachers than the female students. Boys domination of practical activities that are known to enhance acquisition of science and reasoning skills in the class is considered as one of the major reasons for the difference in reasoning ability between boys and girlBullock [6]. Boys are known to have higher self-efficacy for leaning science than girls and this tend to give them more confidence and greater influence over girls in designing and conduct of laboratories activitie.…”

Section: Introductionmentioning

confidence: 99%

Gender Related Differences in Acquisition of Formal Reasoning Schemata: Pedagogic Implication of Teaching Chemistry Using Process-Based Approach

Mari¹

2012

IJCDSE

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The study was carried out to determine the effects of process based instruction on acquisition of formal reasoning ability in male and female Subjects under study. To determine the gender related differences in acquisition of formal reasoning ability 38 Subjects randomly selected from a Secondary School in Kaduna State, Nigeria were pre-tested using Group Assessment of Logical Thinking Test (GALT), after which they were exposed to process-based instruction for six weeks. The male and female subjects' posttest scores were compared using t-test statistics. The initial gap between the male and female subjects in formal reasoning ability was bridged in all the Schemata (conservation, control of variables, proportional reasoning, probability reasoning, and combinatorial reasoning) except in correlational reasoning. Based on the results, one of the major recommendation made was that processbased instruction should be introduced in the early years in the Secondary Schools as means to reduce if not totally eliminate the gender-related differences in reasoning ability between male and female students in secondary schools.

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Efficacy of a gender and ethnic equity in science education curriculum for preservice teachers

Cited by 4 publications

References 0 publications

Gender‐Equitable Teaching Behaviors: Preservice Teachers’ Awareness and Implementation

Gender‐Equitable Teaching Behaviors: Preservice Teachers’ Awareness and Implementation

Students’ Perceptions of Teacher Feedback and Physical Competence in Physical Education Classes: Gender Effects

Gender Related Differences in Acquisition of Formal Reasoning Schemata: Pedagogic Implication of Teaching Chemistry Using Process-Based Approach

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