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ONE PROJECT, MANY STRATEGIES: MAKING PRESERVICE TEACHER EDUCATION MORE EQUITABLE

巻 3, 発行 4, 1997, pp. 225-243
DOI: 10.1615/JWomenMinorScienEng.v3.i4.20
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要約

Although significant progress has been made for girls in mathematics and the sciences, there is still much to do. Targeting classroom teachers has had an impact on gender issues but does little to influence the thousands of new teachers entering the profession each year. To address gender equity issues at the preservice level, the Teacher Education Equity Project (TEEP) was begun in 1993. TEEP worked with methods professors of mathematics, science, and technology education to infuse gender equity in courses for new teachers. The results were dramatic, showing major changes in the professors' syllabi and their reports of what they taught and how. This paper describes how the project was conducted, presents the results, and speculates about what might have led to the changes that occurred.

によって引用された
  1. Bianchini Julie A., Whitney David J., Breton Therese D., Hilton-Brown Bryan A., Toward inclusive science education: University scientists' views of students,instructional practices, and the nature of science, Science Education, 86, 1, 2002. Crossref

  2. Bianchini Julie A., Hilton-Brown Bryan A., Breton Therese D., Professional development for university scientists around issues of equity and diversity: Investigating dissent within community, Journal of Research in Science Teaching, 39, 8, 2002. Crossref

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