90折
Gender in the Classroom ─ Foundations, Skills, Methods And Strategies Across the Curriculum
商品資訊
ISBN13：9780805854749
出版社：Lawrence Erlbaum Assoc Inc
作者：David Miller Sadker (EDT); Ellen S. Silber (EDT)
出版日：2006/08/30
裝訂／頁數：平裝／303頁
規格：22.2cm*15.2cm*1.9cm (高/寬/厚)
定價
：NT$ 3185 元優惠價
：90 折 2867 元
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商品簡介
作者簡介
商品簡介
What’s missing from your teacher education program? According to research studies, one glaring omission is gender. Tomorrow’s teachers receive little instruction or training on the tremendous impact of gender in the classroom. Just how does gender influence teaching, the curriculum, and the lives of teachers and students in the classroom? This unique book has been designed to answer those questions.
Gender in the Classroom is intended to be used across the teacher education curriculum--from subject-specific methods courses to foundations, from educational psychology to student teaching. It can be adopted for an entire program, or several instructors can adopt it jointly, or a single instructor can adopt it as one of several or a supplementary text for a course. A comprehensive Instructor’s Manual provides teaching ideas and materials for teacher educators who adopt the text.
Each chapter offers practical information and skills about gender and sex differences, curriculum, and specific teaching methods. Written in a lively style, the text features a number of interactive activities to engage and instruct the reader.
The chapters follow a common format designed to invite student interest and action. Each is built around Essential Equity Questions that focus on pertinent gender-related questions and issues in a specific subject area:
*the role of women in education--intersections of the teaching profession, feminism, and teachers as activists for social change;
*gender differences in cognitive ability, attitudes, and behavior;
*how to teach and implement Title IX;
*how to observe classrooms to “see” gender bias;
*social studies education;
*English/language arts methods;
*science education; and
*mathematics and technology education.
Interactions in each chapter engage students in activities to promote understanding. Each Interaction is linked to one or more specific INTASC standards. In the last chapter, the emphasis is on applying many of the skills learned previously--it gives student teachers and their supervisors several tools they can use for analyzing classroom teaching and detecting gender bias. This chapter also includes a culminating activity for identifying and correcting curricular bias. In fact, many of the techniques in this text can be applied to uncover and correct not only gender bias, but racial, ethnic, and cultural bias as well.
Gender in the Classroom is intended to be used across the teacher education curriculum--from subject-specific methods courses to foundations, from educational psychology to student teaching. It can be adopted for an entire program, or several instructors can adopt it jointly, or a single instructor can adopt it as one of several or a supplementary text for a course. A comprehensive Instructor’s Manual provides teaching ideas and materials for teacher educators who adopt the text.
Each chapter offers practical information and skills about gender and sex differences, curriculum, and specific teaching methods. Written in a lively style, the text features a number of interactive activities to engage and instruct the reader.
The chapters follow a common format designed to invite student interest and action. Each is built around Essential Equity Questions that focus on pertinent gender-related questions and issues in a specific subject area:
*the role of women in education--intersections of the teaching profession, feminism, and teachers as activists for social change;
*gender differences in cognitive ability, attitudes, and behavior;
*how to teach and implement Title IX;
*how to observe classrooms to “see” gender bias;
*social studies education;
*English/language arts methods;
*science education; and
*mathematics and technology education.
Interactions in each chapter engage students in activities to promote understanding. Each Interaction is linked to one or more specific INTASC standards. In the last chapter, the emphasis is on applying many of the skills learned previously--it gives student teachers and their supervisors several tools they can use for analyzing classroom teaching and detecting gender bias. This chapter also includes a culminating activity for identifying and correcting curricular bias. In fact, many of the techniques in this text can be applied to uncover and correct not only gender bias, but racial, ethnic, and cultural bias as well.
作者簡介
Dr. David Sadker is a professor at The American University (Washington, DC) and with his late wife Myra Sadker, gained a national reputation for research and publications concerning the impact of gender in schools. Dr. Sadker has degrees from CCNY, Harvard University, and the University of Massachusetts. He has directed more than a dozen federal education grants, authored five books and more than?75 articles in journals such as Phi Delta Kappan, Harvard Educational Review, and Psychology Today. His research and writing document sex bias from the classroom to the boardroom. The Sadkers’ work has been reported in hundreds of newspapers and magazines including USA Today, USA Weekend, Parade Magazine, Business Week, The Washington Post, The London Times, The New York Times, Time, and Newsweek.?They appeared on local and national television and radio shows such as The Today Show, Good Morning America, The Oprah Winfrey Show, Phil Donahue’s The Human Animal, National Public Radio’s All Things Considered and Talk of the Nation, and twice on Dateline: NBC with Jane Pauley. The Sadkers’ book, Failing at Fairness: How Our Schools Cheat Girls, was published by Touchstone Press in 1995, and their introductory teacher education textbook, Teachers, Schools and Society (McGraw Hill) is now in its 7th edition.
The Sadkers received the American Educational Research Association’s award for the best review of research published in the United States in 1991, their professional service award in 1995, and their Willystine Goodsell award in 2004. The Sadkers were recognized with the Eleanor Roosevelt Award from The American Association of University Women in 1995, and the Gender Architect Award from the American Association of Colleges of Teacher Education in 2001. David Sadker has received two honorary doctorates.
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Ellen S. Silber is Professor of French at Marymount College of Fordham University, Tarrytown, New York, where she also coordinates women's studies and is the director of the Marymount Institute for the Education of Women and Girls.?She edited Critical Issues in Foreign Language Instruction (1991) and co-edited Analyzing the Different Voice: Feminist Psychological Theory and Literary Texts (1998) and Women in Literature: Reading Through the Lens of Gender (2003) with Jerilyn Fisher.?She was an associate editor for a special issue of the Women's Studies Quarterly: Keeping Gender on the Chalkboard (2001). Silber is especially interested in gender equity in education and received?a Ford Foundation grant to work with the team of authors who contributed to this volume.?She is currently directing Mentoring Latinas, a project in which Hispanic female college students mentor Hispanic middle school girls to help them reach their academic and social potential.
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