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Full-Text Articles in Education
Kaleidoscopic View Of Voices Shaping Female And Male Adolescents' Dynamic Mathematics Identity Within Single-Sex And Coeducational Environments, Amber Simpson
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With amendments made to the Title IX legislation in 2006, public schools in the United States were permitted to establish single-sex classes as an option for students to enroll voluntarily. Yet, our understanding of how single-sex mathematics classes affect female and male adolescent students in the United States is sparse. The purpose of this study is to contribute to this limited body of scholarship by gaining insights into the similarities and differences in how middle grade female and male students' narrate their mathematics identity within a single-sex and coeducational mathematics classrooms, as well as how class type may be shaping …
Exploring The Potential Of Using Explicit Reflective Instruction Through Contextualized And Decontextualized Approaches To Teach First-Grade African American Girls The Practices Of Science, Gayle A. Buck, Valarie L. Akerson, Cassie F. Quigley, Ingrid S. Weiland
Exploring The Potential Of Using Explicit Reflective Instruction Through Contextualized And Decontextualized Approaches To Teach First-Grade African American Girls The Practices Of Science, Gayle A. Buck, Valarie L. Akerson, Cassie F. Quigley, Ingrid S. Weiland
Publications
Contemporary science education policy documents call for curriculum and pedagogy that lead to students’ active engagement, over multiple years of school, in scientific practices. This participatory action research study answered the question, “How can we successfully put twenty-three first-grade African American girls attending a gender school in an impoverished school district on the path to learning the practices of scientists”. The Young Children’s Views of Science (YCVOS) (Lederman, 2009) was used to interview these first-graders pre-, mid- and post-instruction during an instructional unit designed in response to many of the pedagogical strategies research has demonstrated to be effective in other …
Profiles Of Urban, Low Ses, African American Girls’ Attitudes Toward Science: A Sequential Explanatory Mixed Methods Study, Gayle Buck, Kristin Cook, Cassie F. Quigley, Jennifer Eastwood, Yvonne Lucas
Profiles Of Urban, Low Ses, African American Girls’ Attitudes Toward Science: A Sequential Explanatory Mixed Methods Study, Gayle Buck, Kristin Cook, Cassie F. Quigley, Jennifer Eastwood, Yvonne Lucas
Publications
The purpose of this study was to increase the science education community’s understanding of the experiences and needs of girls who cross the traditional categorical boundaries of gender, race and socioeconomic status in a manner that has left their needs and experience largely invisible. A first of several in a series, this study sought to explore how African American girls from low SES communities position themselves in science learning. We followed a mixed-methods sequential explanatory strategy, in which two data collection phases, qualitative following the quantitative, were employed to investigate 89 African-American girls’ personal orientations towards science learning. By using …