Non-Sexist Elementary Education: A Research Report and Teacher's Guide. Research Monograph No. 34.

Autor/in	Porro, Barbara
Institution	Florida Univ., Gainesville. P. K. Yonge Lab. School.
Titel	Non-Sexist Elementary Education: A Research Report and Teacher's Guide. Research Monograph No. 34.
Quelle	(1981), (78 Seiten)Verfügbarkeit
Beigaben	Fotografien; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Attitude Change; Childhood Attitudes; Class Organization; Classroom Environment; Curriculum Development; Elementary Education; Grade 1; Open Education; Program Effectiveness; Self Contained Classrooms; Sex Differences; Sex Role; Sex Stereotypes; Student Behavior; Teacher Behavior; Teacher Influence + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Attitudinal change; Einstellungsänderung; Klassenklima; Unterrichtsklima; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Offene Erziehung; Offener Unterricht; Sex difference; Geschlechtsunterschied; Geschlechterrolle; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten
Abstract	Part I of this two-part document consists of a report on a study designed to measure the effects of a nonsexist classroom on the sex role attitudes of first graders. Part II is a teacher's guide to the nonsexist classroom program itself. The sex role attitudes of three groups of children--an experimental group from an open classroom, and two control groups from an open classroom and a traditional classroom respectively--were tested; the experimental group was then exposed to a seven-month intervention program. Findings show that after exposure to this program the sex role attitudes of the experimental group were significantly less stereotypic than those of either control group. No differences were found between the effects of open and traditional classrooms upon children's sex role beliefs. Findings of a follow-up study done a year later show that the intervention program had enduring effects although experimental boys had become more stereotypic than experimental girls. Following this study report, the document describes (for teachers) the intervention program, offering suggestions for eliminating sexism in three broad areas: teacher behavior, classroom environment and curriculum, and student behavior. Appended are the sex role attitudes inventory used in the study, validation ratings for the inventory, and "sexism in the classroom" awareness activities for the teacher. (CMG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01