The Sisters in Science Program: Barriers Broken and Lessons Learned.

Autor/inn/en	Hammrich, Penny L.; Livingston, Beverly; Richardson, Greer
Titel	The Sisters in Science Program: Barriers Broken and Lessons Learned.
Quelle	(2002), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Environment; Family Involvement; Females; Grade 4; Grade 5; Higher Education; Instructional Innovation; Intermediate Grades; Intervention; Mathematics; Professional Development; Program Evaluation; Program Implementation; Sciences; Student Attitudes + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Weibliches Geschlecht; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational Innovation; Bildungsinnovation; Mittelstufe; Mathematik; Programme evaluation; Programmevaluation; Science; Wissenschaft; Schülerverhalten
Abstract	The Sisters in Science Program (SIS), a 2 year intervention, was designed to impact the lives of 4th and 5th grade girls in a variety of ways. The overall goal of the program was to increase girls' attitudes, perceptions, and achievement in science and mathematics. Considered a multi-leveled intervention, SIS sought to create female-friendly learning environments for girls in school classrooms, after school, on Saturdays, during the summer, and with families. To affect the lives of female students in school, preservice teachers and in-service teachers were trained in how to deliver effective science and mathematics instruction. Girls also participated in after school workshops, Saturday Academics, and summer camp experiences. The girls and their families joined in quarterly family events with science and mathematics themes. A process evaluation of SIS conducted for the two year intervention found that over 1,000 girls, 30 teachers, and 200 preservice teachers participated in the program over a 3-year period. An outcome evaluation revealed that: (1) girls' attitudes and achievement increased in the areas of science and mathematics; (2) teachers developed effective pedagogical habits through reflective dialogue concerning their conception of equitable practice; (3) preservice teachers became aware of effective instructional strategies in science and mathematics; and (4) families increased their awareness of science and mathematics. (Contains 1 figure, 14 tables, and 39 references.) (Author/BT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC