ERIC Number: ED346025
Record Type: Non-Journal
Publication Date: 1991-Jul
Reference Count: N/A
Preparing Prospective Teachers To Develop the Mathematical and Scientific Abilities of Young Women: The Development of Teaching Cases. Final Report.
Kleinfeld, Judith; Yerian, Sue
The project described in this report was designed to develop curriculum materials on gender equity issues for prospective teachers in education programs both at the University of Alaska and nationwide. Practicing teachers, together with university researchers, developed 10 teaching cases which present real-world classroom difficulties centering on gender issues, particularly the development of scientific and mathematical abilities in young women. This report summarizes project activities and presents abstracts as well as cases developed by teacher colleagues. The cases are being tested and refined in both elementary and secondary programs at the university during the 1991-92 school year and will then be published and submitted to selected national publications. An appendix provides relevant research articles on gender equity issues to accompany teaching cases with special reference to science and mathematics. Titles include: "Gender Equity and Educational Reform"; "...About Girls and Science"; "A Gender at Risk"; "Finding Reality among the Myths: Why What You Thought About Sex Equity in Education Isn't So"; "Sexism in the Classroom: From Grade School to Graduate School"; "The School Experiences of Black Girls"; "What's a Nice Girl Like You Doing in a Math Class?""Sexism in Our Schools"; "Encouraging Girls in Science Courses and Careers"; and "Integrating the Sciences." (LL)
Descriptors: Case Method (Teaching Technique), Case Studies, Classroom Environment, Curriculum Development, Elementary Secondary Education, Equal Education, Females, Higher Education, Instructional Materials, Material Development, Mathematics Education, Preservice Teacher Education, Science Education, Sex Bias, Womens Education
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Alaska Univ., Fairbanks.