Schools Achieving Gender Equity.

Autor/in	Revis, Emma
Titel	Schools Achieving Gender Equity.
Quelle	(1995), (131 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Behavioral Objectives; Compliance (Legal); Educational Legislation; High Schools; Law Related Education; Learning Activities; Lesson Plans; Nontraditional Occupations; Sex Bias; Sex Discrimination; Sex Fairness; Sexual Harassment; Sexual Identity; State Legislation; Vocational Education; Kentucky + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Bildungsrecht; Schulgesetz; High school; Oberschule; Lernaktivität; Lesson planning; Unterrichtsplanung; Non-traditional occupations; Alternatives Berufsfeld; Sex; Discrimination; Geschlecht; Diskriminierung; Sexualaufklärung; Sexuelle Belästigung; Geschlechtsidentität; Sexuelle Identität; Landesrecht; Ausbildung; Berufsbildung
Abstract	This guide is designed to assist teachers presenting the Schools Achieving Gender Equity (SAGE) curriculum for vocational education students, which was developed to align gender equity concepts with the Kentucky Education Reform Act (KERA). Included in the guide are lesson plans for classes on the following topics: legal issues of gender equity, gender-fair job interviews, traditional versus nontraditional gender occupations, sexual discrimination and harassment in the workplace, gender identity and gender equity, gender images projected in the media, gender equity and social etiquette, myths and subconscious behaviors that promote sexism, providing a gender-equitable environment of the next generation, and gender-equitable standards of behavior. Each lesson plan contains some or all of the following: essential questions; KERA goal; academic expectation; culminating performance; student organization project; lesson outcomes; suggested resources; outline of lesson topics and learning experiences (lesson initiation and closure activities; critical thinking, integrated, and cooperative learning activities; portfolio writing assignment; class recitation; and assessment activity); supplementary learning activities; and performance assessment materials. Concluding the guide are a copy of the Kentucky Holistic Scoring Rubric and a list of seven resource organizations and their addresses. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC