ERIC Number: ED432237
Record Type: Non-Journal
Publication Date: 1999-Mar
Reference Count: N/A
Creating Gender Equitable Computer Classrooms: A Model Project.
Madison, Sandra; Deng, Min; Gifford, James
Project FOCAL Point is a multi-strand project designed to increase female participation in the computing sciences. The project targets two crucial groups: high school computing teachers and female high school students. Features include a two-week teacher workshop, a one-week Computer Camp for Young Women, mini-grant projects and a follow-up conference for teacher participants, and listservs for both teacher and student participants. This paper focuses on the teacher participant responses and reactions to the two-week teacher workshop during the project's inaugural (pilot) event. Workshop objectives included: acquaint teachers with gender issues as related to computing; help teachers become aware of unconscious biases they may possess about the culture of computing; introduce teachers to instructional practices known to appeal to women and girls; provide teachers with career information; and provide teachers with technology-related content knowledge and skills. The evaluation study examined changes in computer attitudes and skills reported by teachers as a result of their participation in the workshop. Although not overwhelming, results indicated that the workshop was successful in meeting its objectives. (C0jtains 5 figures, 1 table, and 13 references.) (Author/AEF)
Descriptors: Attitude Measures, Computer Attitudes, Computer Literacy, Computer Science Education, Course Evaluation, Equal Education, Females, Gender Issues, High School Students, High Schools, Inservice Teacher Education, Instructional Effectiveness, Pilot Projects, Postsecondary Education, Pretests Posttests, Secondary School Teachers, Sex Bias, Sex Differences, Sex Fairness, Teacher Attitudes, Teacher Workshops
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A