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ERIC Number: ED221415
Record Type: RIE
Publication Date: 1982-Mar-19
Pages: 34
Abstractor: N/A
Reference Count: 0
The Design of a Snark That Is Not a Boojum: Learning from Evaluation.
Schubert, Jane G.
The accomplishments of the first year of project FOCUS, one of five national demonstration efforts funded under the Women's Educational Equity Act, are presented. There are four parts to the report. Part 1 gives an overview of the project. After conducting a needs assessment, the Tucson (Arizona) Unified School District undertook four central program activities: using resources designed to improve the balance of educational opportunities for all students; training all personnel in the concepts of equity and strategies to apply those concepts; providing a setting where other interested persons could observe the program and talk to the implementors; and evaluating the project. Part 2 describes the following accomplishments of the first year: (1) learning activities (K-12) using sex-fair materials were compiled; (2) a volume of sex-fair activities in language arts, math/science, social studies, and fine arts was designed for lower primary students; (3) workshops were conducted for faculty and staff; (4) presentations were made to local parent, business, and community groups; (5) project brochures were distributed; and (6) technical and final reports were written. Project evaluation results are described in the third part. Several attitude surveys and questionnaires were used to assess teacher and student awareness of equity issues and students' aspirations toward nontraditional roles. There were measurable reductions in stereotypic behaviors. The awareness of equity issues was increased. The report concludes with a discussion of lessons learned from the first year. (RM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Women's Educational Equity Act Program (ED), Washington, DC.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19, 1982).