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

Gender Cultures in a Science Classroom: Teaching that Frees Girls and Boys to Learn

“…Coincidentally, Rodrick's teaching schedule was such that it provided a nonteaching period for the authors to debrief after each of the 15 sections that Tracy observed. To provide further insight and validity to Tracy's observations, Rodrick videotaped and analyzed one full day of teaching (Mewborn, 1999;Tracy & Lane, 1999). Concomitantly, Rodrick audited Tracy's graduate course, entitled "Gender Socialization in Schools" (Eckart & Tracy, 1993), to gain a deeper understanding of the complex nature of gender-equitable classrooms.…”

“…Other gender-equitable teaching strategies already implemented and verified by both authors as successful, included the use of (a) praise versus acceptance phrases; (b) teacher proximity; (c) higher level questioning techniques; (d) positive and negative criticism; and (e) appropriate wait time (see Tracy & Lane, 1999, for a detailed description of these gender-equitable teaching strategies).…”

La parole aux jeunes filles acadiennes et francophones concernant leurs choix professionnels

“…Parmi les recherches réalisées en lien avec ces questions, un nombre important a porté à l'identification des obstacles à l'égalité pour les filles et les femmes dans le cadre du processus d'enseignement apprentissage. Certaines se sont penchées sur l'influence de l'environnement éducatif (Caleb, 2000;Gaudet, 1998;Mujawamariya, 2000;Mujawamariya et Guilbert, 2002;Sadker, 2000;Tracy et Lane, 1999). À ce sujet, on souligne l'importance d'une approche centrée sur les modèles féminins à imiter, de l'exposition continue à des disciplines scientifiques et technologiques et des façons d'apprendre propres aux femmes (Foisy, Godin et Deschênes, 1998, Spain, Bédard et Paiement, 1998Belenky, Blythe, Goldberger, Tarule, 1986).…”

Gender issues in computer science education in Greece

“…'Conduct' interactions concerns the behaviour and deportment of student, while 'intellectual questions' concern cognitive and academically related topics, intellectually engaging, requiring from students to perform activities that require effort, activating (lower or higher order) thinking skills (Tracy & Lane, 1999). Those 'intellectual' questions are further classified as low and high level questions.…”

“…Griffin (1980) formed a 'Sex Role Dependent/Independent Teacher Behavior Observation System (SRDITBOS)' to examine gender equity in physical education, while Sadker, Sadker, Bauchner, and Hardekopf (1984) developed the 'Interactions for Sex Equity in Classroom Teaching (INTERSECT) Observation System' to code, analyze and evaluate class interactions. The 'Gender equity observation form (GEOF)' created byTracy and Lane (1999) was used to increase levels of awareness of preservice teachers helping them reflect on their own practice, foster improved teaching and learning, and implement gender-equitable teaching behaviors, while another tool concerning gender equality issues was employed during class observation of elementary and junior high school in Korea(Jung & Chung, 2005). The toolkit for assessing and promoting equity in the classroom developed within the 'Equity in the Classroom (EIC)' project, presented a 'classroom observation instrument (COI)'15, consisted of a classroom mapping tool, indicating the physical location of the teacher and the students and an interaction tool for recording teacher-student interactions and whether equitable levels of attention, participation, and encouragement are being given to girls and boys.…”