Literaturnachweis - Detailanzeige
| Autor/in | Rivera-Bermudez, Carmen D. |
|---|---|
| Titel | El proceso hacia la integracion de la equidad por genero al curriculo.(The Process of the Integration of Gender Equity in the Curriculum.) |
| Quelle | (1995), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | spanisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Curriculum Development; Curriculum Enrichment; Elementary Education; Elementary School Teachers; Gender Issues; Nondiscriminatory Education; Sex Bias; Sex Fairness; Teacher Administrator Relationship; Teacher Attitudes; Puerto Rico |
| Abstract | "El Proyecto Colaborativo de Equidad por Genero en la Educacion," or the Collaborative Project for Gender Equity in Education, was undertaken in Puerto Rico between 1990 and 1992 to study how to facilitate the integration of gender equity themes in the curriculum through the direct action of participating teachers. A study examined the attitudes of 11 second through sixth level regular and special education teachers who took part in the project. Data on the participants' perspectives about curricular change related to gender equity were collected during the project by means of questionnaires, teacher journals, weekly reports, group sessions, progress reports, and in-depth interviews. Information derived from teachers' responses was organized into several categories, including changes in teachers' attitudes, benefits of the project, teachers' relationships to colleagues and administrators, and barriers to the process of curricular change. Teachers' responses indicated that attempts to change curricula toward greater gender equity provoke resistance but also provide teachers greater autonomy and motivation. Based on teachers' responses, recommendations were made for effecting curricular change related to gender equity concerning: (1) methodologies that combine knowledge of pedagogical investigation, reflection about classroom practice, and social and institutional support; (2) interaction among teachers about handling prejudice; (3) in-service training that seeks to identify student and teacher interactions, learning environments, materials, and methodologies that are consistent with gender equity; (4) fostering gender equity at the institutional and administrative levels; (5) administrative support; (6) institutional support and recognition for efforts at promoting gender equity; and (7) maintaining projects for an extended time. (BC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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