An Analysis of the Scholarly Contributions of Women Instructional Technology Professionals.

Autor/inn/en	Foley, Anne L.; und weitere
Titel	An Analysis of the Scholarly Contributions of Women Instructional Technology Professionals.
Quelle	(1993), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Authors; Content Analysis; Educational Technology; Females; Higher Education; Instructional Design; Instructional Development; Intellectual Disciplines; Interests; Meta Analysis; Participation; Professional Associations; Publications; Recognition (Achievement); Researchers; Scholarly Journals; Scholarship; Status; Training; Writing for Publication + Suchen Sie Ihr Suchwort? Author; Autor; Autorin; Inhaltsanalyse; Unterrichtsmedien; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Geisteswissenschaften; Bildungsinteresse; Meta-analysis; Metaanalyse; Teilnahme; Soziale Anerkennung; Researcher; Forscher; Scholarships; Stipendium; Ausbildung
Abstract	Gender differences in the field of instructional technology were investigated to determine their effects on female students and specifically on the scarcity of scholarly contributions by women to the field as well as the lack of research studies on women's contributions The following issues were examined to determine the status and interests of women in the field: (1) the number of women currently in the field in the United States; (2) the number of publications by women in the leading journals of the field; and (3) the topics of these publications. Through content analysis, 78 categories of topics were selected, and 11 journals were identified as important in instructional technology, and reviewed for 1988 through 1992. In the past year, the Association of Educational Communication and Technology counted 1,632 members identifiable as women by their names (about 40% of the membership). There were 702 articles written by women in the period studied, with the most frequent topics being computer use, instructional design or development, and training. Although this study is preliminary and raised many questions for further research, it is felt that these findings help to illuminate the question of the number of women in the field and the content of their written publications. (Contains 19 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01