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ERIC Number: ED506647
Record Type: Non-Journal
Publication Date: 2006-Apr
Pages: 13
Abstractor: As Provided
Reference Count: 24
Is the Role of a Professor Gender-Inclusive in His Classroom?
Gallard-M, Alejandro Jose; Genc-Kumtepe, Evrim
Online Submission, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (San Francisco, CA, Apr 2006)
Can we assume that because someone is intellectually aware about gender-inclusive pedagogy they will actualize this awareness in their classes? No, for that reason, the aim of the current study is to explore and widen an understanding whether an individual can walk the walk as well as talk the talk. This is a qualitative study in nature, conducted in the summer of 2005, of a Professor of Science Education's attempts to make his classes gender-inclusive. Methods used to gather data for this study were a combination of action research and case study techniques. Accordingly, classroom observations, field notes, interviews, and journals were the primary sources of data. Preliminary findings indicate that the professor's teaching efforts are more gender-neutral then gender-inclusive. The inclusion of multiple reflections and truths in a higher education class could help students understand other people's values in society and improve the quality and accessibility of science education.
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A