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WHO IS HELPED BY FRIENDLY INCLUSION? A TRANSFORMATION TEACHING MODEL

卷 1, 册 3, 1994, pp. 175-192
DOI: 10.1615/JWomenMinorScienEng.v1.i3.10
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摘要

In an article published in the first issue of this journal, the authors gave a preliminary report on a National Science Foundation funded project that attempted to inform the faculty of female-friendly changes in curriculum content and pedagogy derived from research in women's studies and ethnic studies. This report is an analysis of the final project results that assesses the effectiveness of the project in meeting its goals. Although the grades of male students taught by faculty participants improved more than the grades of female students, female students became more confident of their own science and math ability. Faculty participants under the aegis of the project did retain proportionately more female and male students. The project results support the hypothesis that by changing their teaching strategies to more inclusionary techniques, faculty are helping to reverse the trend of increasing student attrition, in particular female attrition, in the sciences.

对本文的引用
  1. Perna Laura, Lundy-Wagner Valerie, Drezner Noah D., Gasman Marybeth, Yoon Susan, Bose Enakshi, Gary Shannon, The Contribution of HBCUS to the Preparation of African American Women for Stem Careers: A Case Study, Research in Higher Education, 50, 1, 2009. Crossref

  2. Miller Patricia H., Slawinski Blessing Jennifer, Schwartz Stephanie, Gender Differences in High‐school Students’ Views about Science, International Journal of Science Education, 28, 4, 2006. Crossref

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