Cramer, Shirley C., Ed.; Ellis, William, Ed. (1996). Learning Disabilities: Lifelong Issues. This book contains papers on learning disabilities based on presentations made at the "Summit on Learning Disabilities: A National Responsibility," held in September 1994. The first section provides an overview and includes "The State of Research" (G. Reid Lyon). The second section focuses on education and includes: "Preventing Early Reading Failure" (Benita A. Blachman); "Public Policy: An Agenda for the Future" (Edwin W. Martin); "Strategies for Implementing Policies" (Barbara K. Keogh); "Head Start and Young Children with Learning Disabilities" (Helen Taylor); "Implementing Effective Instruction" (Louisa Cook Moats); "Academic Accommodations: A Personal View" (Shelley Mosley Stanzel); "Education Reform: A Child-Centered Perspective" (Waldemar Rojas); "A Developmental Pediatric Perspective on Neurologically Based Specific Learning Disabilities" (Pasquale J. Accardo); "A…

Ferrini-Mundy, Joan, Ed.; Lester, Frank K., Jr., Ed. (2004). Proceedings of the NCTM Research Catalyst Conference. National Council of Teachers of Mathematics In 1999-2000, the National Council of Teachers of Mathematics (NCTM) Board of Directors established the Standards Impact Research Group (SIRG) in response to the continuing need for a clearer understanding of the role of standards in the improvement of mathematics education. SIRG has undertaken a number of activities in support of its objectives, culminating in the September 2003 Research Catalyst Conference. These proceedings document the discussions and outcomes of eight working groups, as well as the presentations made at three plenary sessions during the conference. Also included are the SIRG research briefs, produced as background documents and distributed to all participants in advance of the conference. This book begins with a foreword (Johnny W. Lott), Acknowledgments (Board of Directors of the National Council of Teachers of Mathematics), and Introduction: Studying the Role and Influence of Standards on K-12 Mathematics Education–The Standards Impact Research Group Catalyst… [Direct]

(2004). The Condition of Pre-K-12 Education in Arizona: 2004. Arizona Education Policy Initiative This paper is a collection of ten policy briefs examining various key elements of the state's public education system. The authors, contributors, and reviewers of the briefs are, for the most part, on the faculty of Arizona's three public universities: Arizona State University, Northern Arizona University, and the University of Arizona. Michael Kelley, of ASU West Campus, and Joseph Tobin, of ASU Tempe Campus, examine Early Childhood Education and Care (ECEC) in the state. They note that there is a large number of children on the state's childcare subsidy waiting list, and that there is a significant disparity in wages paid to ECEC practitioners. Beyond that, they note that data necessary to plan efforts to strengthen and expand ECEC are not available. They recommend a variety of strategies to collect the necessary information in key areas. Kate Mahoney, of ASU East Campus, and Marilyn Thompson and Jeff MacSwan, both of ASU Tempe Campus, assess how policies affecting English Language… [PDF]

Daniels, Jane Zimmer, Ed.; Kahle, Jane Butler, Ed. (1987). Girls and Science and Technology. Proceedings and Contributions of the GASAT Conference (4th, Ann Arbor, Michigan, July 24-29, 1987). In 1979, North European researchers met informally to discuss issues regarding women in science. In addition to discovering that the issues raised crossed national boundaries and cultural differences, they found that numerous efforts were underway to address their concerns. What started as an informal meeting has evolved today into an international effort that enfolds a conference (GASAT-Girls and Science and Technology). The fourth GASAT conference hosted by the University of Michigan focused on the attraction, retention, and achievement of girls and women in scientific and technological courses and careers. Papers presented in "Contributions" volumes I through III are as follows: (1) "The Monopoly of Classroom Discussion by Boys as a Misleading Measure of Superiority in Science"; (2) "Analogies Promote Learning in Science"; (3) "Teachers' Differential Treatment of Girls in Technological Education–A Celebration of Diversity?; (4) "Are the…

Villanueva, Victor, Ed. (2003). Cross-Talk in Comp Theory: A Reader. Second Edition, Revised and Updated. This revised and updated resource contains a total of 43 essays that serve to initiate graduate students and more experienced teachers into the theories that inform composition studies. Under Section One–The Givens in Our Conversations: The Writing Process–are these essays: "Teach Writing as a Process Not Product" (Donald M. Murray); "Writing as a Mode of Learning" (Janet Emig); "The Composing Processes of Unskilled College Writers" (Sondra Perl); "Revision Strategies of Student Writers and Experienced Adult Writers" (Nancy Sommers); "The Writer's Audience Is Always a Fiction" (Walter J. Ong); "Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy" (Lisa Ede and Andrea Lunsford); "Post-Process 'Pedagogy': A Philosophical Exercise" (Lee-Ann M. Kastman Breuch). Under Section Two–Talking in Terms of Discourse: What It Is; How It's Taught–are these essays: "Basic Aims of… [PDF]

Sobel, Donna M.; Zion, Shelley (2014). Mapping the Gaps: Redesigning a Teacher Education Program to Prepare Teachers for Inclusive, Urban U.S. Schools. Journal of the International Association of Special Education, v15 n2 p63-73 Fall. As part of the process of redesigning an integrated general and special teacher education program to prepare candidates to meet the needs of culturally and linguistically diverse students, researchers engaged a series of focus groups with current candidates, recent graduates, and partner school personnel. Data presented in this paper identified the gaps uncovered through the research process in the understanding of participants along a framework of necessary skills for teachers working in urban and diverse communities: socio cultural, affirmative attitudes, collaboration skills, and diversity pedagogy. Initial analysis indicated three emerging themes in responses: a deficit based understanding, an ability to identify gaps in knowledge and skills, and an emerging awareness of issues. Results of this analysis were used to guide the redesign of the integrated teacher education program…. [Direct]

Anders, Patricia L., Ed.; Flood, James, Ed. (2005). Literacy Development of Students in Urban Schools: Research and Policy. International Reading Association (NJ3) Educators can use this collection of diverse, thought-provoking perspectives from the best minds in the field to help make the best decisions possible for urban schools. The book's 26 chapters concisely synthesize research on a number of topics and link it to literacy instruction issues-including implications for local, state, and national policy-so literacy programs around urban school's own unique goals, experiences, and needs can be built. After a foreword (Lesley Mandel Morrow) and preface (James Flood and Patricia L. Anders), the book is divided into three sections. Section I, The Human Contexts of Literacy Development in Urban Schools: Poverty, School Violence, and Health Concerns, contains the following chapters: (1) Poverty and Student Achievement: A Hopeful Review (Jane Hannaway); (2) Poverty and Achievement: A Response to Jane Hannaway (Rita M. Bean); (3) The Effects of Health and Social Welfare Factors on Literacy Development in Urban Schools (Joy C. Dryfoos); (4) The… [Direct]

(2000). Future Research, Research Futures. Proceedings of the National Conference of the Australian Vocational Education and Training Research Association (AVETRA) (3rd, Canberra, Australia, March 23-24, 2000). These proceedings consist of 66 conference papers on these themes: changing nature of work; emerging technologies; internationalization of vocational education and training (VET); enterprise and educational innovation; flexible delivery approaches; and research and technology and using technology in research. The papers are "Training Needs of Older Workers" (Ball et al.); "In Search of Evaluation Truths–Representation and Abstraction" (Barratt-Pugh); "Competency-Based Assessment–One-Minute Wonder or Here to Stay?" (Booth); "Technical and Further Education (TAFE) as a Pro-Active Partner in VET in Schools" (Bradbery, Murphy); "Work-Related Learning and Changing the Nature of Work" (Brown); "Improving the Incentives for Investment in Learning by Adults" (Burke); "Seductive Hope of Education Work" (Childs); "Managing a Case Study Approach in VET Research to Address the Funding Agency's Criteria" (Choy,… [PDF]

Kuhel, Karen; Logan, Kent; Strieker, Toni (2012). Effects of Job-Embedded Professional Development on Inclusion of Students with Disabilities in Content Area Classrooms: Results of a Three-Year Study. International Journal of Inclusive Education, v16 n10 p1047-1065. During the mid-1990s, members of the global education community issued the Salamanca Statement that described inclusive schools as effective educational environments that also combat discrimination. Since that time, considerable progress has been made in moving students with disabilities from separate placements to inclusive settings. In the USA, nearly 10% of the school-aged population needs special education services and of that group, 96% are educated in general education classrooms 80% of the time. Placement of such large numbers of students with disabilities has increased the diversity of the student body and the complexity of teaching of core curriculum. For teachers and students to be successful, teachers need on-going professional development. This paper explores the efficacy of a Job-Embedded Professional Development (JEPD) model in six schools (urban, suburban and rural) that had made a commitment towards including all students with significant disabilities in general… [Direct]

Boscardin, Mary Lynn; Kealy, Mary V.; Mainzer, Richard (2011). Commentary: A Response to \Preparing Special Education Administrators for Inclusion in Diverse, Standards-Based Contexts,\ by Deborah L. Voltz and Loucrecia Collins (2010). Teacher Education and Special Education, v34 n1 p71-78 Feb. The purpose of this commentary is to respond to the article written by Voltz and Collins (2010) that considered the preparation of special education administrators for inclusion in diverse, standards-based contexts by highlighting the Administrator of Special Education Standards that were adopted in 2009 by the Council for Exceptional Children. The authors of the present article agree that the 2003 Administrator of Special Education Standards used in Voltz and Collins's article were not responsive to the contemporary demands of educating students with exceptionalities and serving families from diverse backgrounds. The authors also agree with Voltz and Collins that administrators of special education need to be prepared to lead in settings that serve children with disabilities from diverse backgrounds. In their response, the authors highlight the features of the 2009 standards that they believe address the concerns with the 2003 standards that Voltz and Collins raised in their… [Direct]

Fuglestad, Anne Berit, Ed.; Hoines, Marit Johnsen, Ed.; (2004). Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004). Volume 4. International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18,. This document contains the fourth volume of the proceedings of the 28th annual conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Inclusion and Diversity". This volume features 64 research report papers: (1) Situated or Abstract: The Effect of Combining Context and Structure on Constructing an Additive (Part-Part-Whole) Schema (Irit Peled and Ruth Meron); (2) Using Graphical Profiles to Study the Learning and Teaching of Mathematics (Dvora Peretz); (3) The Role of Number in Proportional Reasoning: A Prospective Teacher's Understanding (Axelle C. Person, Sarah B. Berenson, and Paula J. Greenspon); (4) Learning to Use CAS: Voices from a Classroom (Robyn Pierce and Kaye Stacey); (5) Technical School Students' Conceptions of Tangent Lines (Marcia Maria Fusaro Pinto and Valeria Guimaraes Moreira); (6) Elementary School Students' Mental Representations of Fractions (Demetra Pitta-Pantazi,… [PDF]

Carmo, Mafalda, Ed. (2021). Education and New Developments 2021. Online Submission This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2021), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields,… [PDF]

(2006). Digital Broadband Content: Public Sector Information. OECD Digital Economy Papers, No. 112. OECD Publishing (NJ1) Public bodies hold a range of information and content ranging from demographic, economic and meteorological data to art works, historical documents and books. Given the availability of information and communication technologies (ICTs) public sector information can play an important role in producing innovative value-added services and goods. Furthermore, these technologies also provide a wider population better access to educational and cultural knowledge. Both commercial opportunities and the wider spread of information have positive economic and social benefits. Knowledge is a source of competitive advantage in the "information economy", for this reason it is economically important that there is wide diffusion of public information. Governments also have a basic commitment that citizens have to access national cultural heritage such as paintings, monuments and books; and this is also important for social inclusion. To contribute to better conditions for learning, the… [Direct]

MacCallum, Judith Anne; Morcom, Veronica Elizabeth (2012). Getting Personal about Values: Scaffolding Student Participation towards an Inclusive Classroom Community. International Journal of Inclusive Education, v16 n12 p1323-1334. The development of an inclusive community is underpinned by values that support an appreciation of diversity. This paper is based on a larger research project, "student leadership in a primary classroom", which developed different ways for students to interact with each other. The focus not only promoted full student participation in classroom activities but also benefited students such as Mary and Lesley, who had intellectual disabilities, because they were included too. Mary and Lesley attended an Educational Support Unit (ESU) in the morning and returned to their mainstream classroom in the afternoons. The teacher/researcher scaffolded collaborative values explicitly through the social practices of the daily social circle and the weekly class meeting, which provided authentic learning opportunities for students to discuss values. Students developed leadership skills based on inclusive values that were modelled by the teacher. Transcripts from video recordings of… [Direct]

Seepersaud, Deborah, Ed.; Simonson, Michael, Ed. (2019). Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (42nd, Las Vegas, Nevada, 2019). Volume 2. Association for Educational Communications and Technology For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED609416.]… [PDF]

Cyr, Eileen; Davis-Delano, Linda C.; Halpin, Bridget; McDiarmid, Patricia; Stratton, Jennifer (2012). Creating a Dual Licensure Program in Elementary and Special Education That Prepares Culturally Responsive Teachers. Interdisciplinary Journal of Teaching and Learning, v2 n3 p158-168 Fall. In light of shifting demographics in today's classrooms, the faculty at Springfield College recognized a need to revamp their teacher licensure program to incorporate a leadership component. The journey began with a self-evaluation process and culminated with creation of a dual licensure program in elementary and special education to encourage more effective instruction and culturally responsive teaching. The authors present a roadmap for the launch of the dual licensure program, designed to prepare teachers in collaborative inclusion classrooms to take leadership roles as change agents in today's increasingly diverse schools…. [PDF]

Blackburn, Lucy Hunter; Kadar-Satat, Gitit; Riddell, Sheila; Weedon, Elisabet (2016). Access in Scotland: Access to Higher Education for People from Less Advantaged Backgrounds in Scotland. Sutton Trust Access to universities across the United Kingdom remains a challenge despite improvements in recent years. Those challenges are still more marked in Scotland than in the other nations, as this report shows. This report lays bare the extent of the challenge. Scotland has a different approach to higher education. It no longer charges tuition fees, and as a result it retains a cap on student places that has been removed in England. However, not only is the access gap still wider in Scotland, what progress there has been has largely been through sub-degree places in colleges. This research analyzes the current state of play for widening access to higher education in Scotland, drawing comparisons with other parts of the UK where possible. It provides an analysis of: (1) widening access policy levers; (2) Universities and Colleges Admissions Service (UCAS) headline data on applications, acceptances, and entry rates by students from different social backgrounds across the UK; (3) higher… [PDF]

Casale-Giannola, Diane; Green, Linda Schwartz (2011). 40 Active Learning Strategies for the Inclusive Classroom, Grades K-5. Corwin Research indicates that students of all ages and demographics benefit from active learning strategies. The challenge is translating what we know into what we do. Award-winning educators Linda Schwartz Green and Diane Casale-Giannola build that bridge with more than 40 easy-to-implement strategies for today's inclusive classroom. This practical guide includes: (1) Field-tested practices that are easily adaptable to various grade levels and subjects; (2) Vignettes that demonstrate how to apply today's brain-compatible strategies in the classroom; and (3) Tools for differentiating instruction to serve ALL students, including high-ability students, those with ADHD or learning disabilities, and English learners. Grounded in foundational research and educational literature, these strategies include directions for use, sample applications across content areas, and how-to's for groups and individuals. Teachers and administrators will find this comprehensive guidebook an indispensable… [Direct]

Xavier, Patrick (2006). Rethinking Universal Service for a Next Generation Network Environment. OECD Digital Economy Papers, No. 113. OECD Publishing (NJ1) There is a clear need, in view of significant competitive, technological and service changes taking place in the telecommunications sector, to review universal service obligations, their coverage, how they are financed and who is responsible for providing them. In many OECD countries, a primary longer term issue is how to provide universal service in the new competitive environment where voice is ubiquitous and cheap, voice revenues low and where voice has become just one of many applications provided on networks. Access too is changing, with more choice in platforms available that allow access to voice applications. This paper overviews the main issues that need to be examined in such a review with a view to the reform of universal service in a way consistent with emerging technological realities and competitive circumstances. The paper draws a number of conclusions outlined below. Important changes have already taken place in universal service in OECD countries, where market… [Direct]

Eva, Amy L.; Walker, Bridget (2010). Leveling the Playing Field: Preparing Teachers for Equitable Instruction in Diverse, Inclusive Classrooms. AILACTE Journal, v7 p15-32 Fall. Despite greater responsibility for creating equitable and inclusive classroom models, some research suggests that educators \may not have the necessary attitudes, dispositions, or perhaps more important, the professional skills to successfully instruct students in diverse, inclusive classrooms\ (Van Laarhoven, Munk, Lynch, Bosman & Rouse, 2007, p. 440). This study specifically examines the effects of an interdisciplinary, co-taught curriculum on teacher candidates' beliefs about equitable instruction in their future K-12 classrooms, including the most effective strategies for supporting learners with special needs. This article provides readers with 1) a knowledge of several curricular changes that can be made to a foundations course to better prepare preservice educators for the challenges of differentiating curricula, and, 2) an awareness of the course content and instructional strategies teacher candidates (both general education and special education-endorsed) find most relevant… [Direct]

Fuglestad, Anne Berit, Ed.; Hoines, Marit Johnsen, Ed.; (2004). Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004). Volume 3. International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18,. This document contains the third volume of the proceedings of the 28th Annual Conference of the International Group for the Psychology of Mathematics. Conference presentations are centered around the theme "Inclusion and Diversity". A total of 65 research reports are presented here: (1) A Teacher's Model of Students Algebraic Thinking About Equivalent Expressions (Jean E. Hallagan); (2) On Motivational Aspects of Instructor-Learner Interactions in Extra-Curriculum Activities (Stefan Halverscheid); (3) Development of Understanding and Self-Confidence in Mathematics, Grades 5-8 (Markku S. Hannula, Hanna Maijala, and Erkki Pehkonen); (4) Mathematics Teachers' Knowledge Base: Preliminary Results (Guershon Harel and Kien H. Lim); (5) The Role of Tool and Teacher Mediations in the Construction of Meanings for Reflection (Lulu Healy); (6) The Proving Process in Mathematics Classroom–Method and Results of a Video Study (Aiso Heinze); (7) Structure Sense in High School Algebra: The… [PDF]

Bickens, Sarah; Bittman, Fran; Connor, David J. (2009). Combining Classic Literature with Creative Teaching for Essay Building in an Inclusive Urban High School Classroom. TEACHING Exceptional Children Plus, v5 n6 Article 3 Jul. The urban inclusive high school classroom is a challenge for both students with disabilities and their teachers. Pressure is intensified when a year long course of study ends in a mandated state examination in English Language Arts, required for student graduation. This article highlights the experiences of two teachers in a New York City inclusive high school serving a very diverse student body. Both teachers work collaboratively with special educators and share ways in which they successfully engage all of their students in a multicultural curriculum featuring both traditional and "modern classic" texts. Three important inter-connected topics addressed include: (1) discussing examples of classic traditional and multicultural literature; (2) creatively teaching classic literature to stimulate student engagement and original thinking; and, (3) using student knowledge about classic literature to teach sub-skills necessary for writing a strong essay that will serve them well… [PDF]

Truog, Anthony L. (2000). South Africa's Search for Educational Equity. International Journal of Educational Reform, v9 n3 p220-23 Jul. Since 1994, South Africa's pivotal concern has been access to educational resources for its diverse population. Supply is not meeting demand for either schools or housing. Problems with integrating curricula with salable skill; improving school- university linkages, and improving teacher qualifications are discussed. (MLH)…

Smith, Allister (2005). Index for Inclusion. Kairaranga, v6 n2 p23-24. Index for Inclusion is a programme to assist in developing learning and participation in schools. It was written by Tony Booth and Mel Ainscow from the Centre for Studies on Inclusive Education, UK. Central Normal School was pleased to have the opportunity to trial this programme…. [PDF]

Hanson, Katherine (1995). Gendered Violence: Examining Education's Role. Working Paper Series. Working Paper 4. Violence is a part of daily life in the United States, the world's leader in the number of homicides, rapes, and assaults. This working paper examines the issue of violence in the United States from a gender equity perspective. Gendered violence is reinforced by cultural beliefs that allow individuals and groups to use violence to establish and maintain systems of control over others. Looking closely at the different ways in which we continue to perpetuate violence against women and girls, based on deeply ingrained gender-role stereotypes and expectations, helps us to see all the arenas–sexual harassment, date rape, battering, homophobic violence, and street violence–as linked. Within all areas the commonalties are clear: rigid gender-role expectations and the role of socialization create an acceptance of violence. The role of our society in supporting nonviolence can be strengthened through social institutions. Especially crucial to this is the role of education, a major carrier… [PDF]

Robbin, Debra J.; And Others (1992). Educating Against Gender-Based Violence. Women's Educational Equity Act Publishing Center Digest, Oct. In the primary article, the societal norms that encourage violence against women are reviewed, from both the current and historical viewpoints. Violence in all its forms when used on adolescent women is a contributing factor in many other problems. Both young men and young women learn stereotypes and misinformation about women provoking violence through their behavior and fail to realize the issue is power over women. These stereotypes are learned, and schools can play a part in education for nonviolence. A number of techniques are suggested, including teaching gender equity, violence prevention, conflict resolution, health education, and peer leadership. These should be supplemented with staff training, curriculum integration, parent involvement, support services for both male and female victims, and rehabilitation and disciplinary programs. A secondary article in the digest, \Conference on Sexual Violence and Adolescents Highlights Need for Treatment and Intervention,\ by Michele… [PDF]

Flansburg, Sundra (1991). Building a Self: Teenaged Girls and Issues of Self-Esteem. Women's Educational Equity Act Publishing Center Digest, Sep. This newsletter summarizes the current state of understanding about self-esteem in teenaged girls. It notes that self-esteem is a concept that is difficult to define and to measure. Current research indicates that self-esteem is composed of many factors; however, a reasonable functional definition is the value a person places on herself or himself. Some experts study cultural expectations, since different cultural expectations affect self-esteem, whether the definition is based on racial or ethnic identity, sexual identity, or disabilities. Other researchers look at the influence of schools and education, or sexuality, health issues, math and science ability, or sports. The important role families and schools play in allowing young women to achieve a positive level of self-esteem also is discussed. A strong adult role model in a nonexploitative relationship is important. Other major influences are schools (academic connectedness), spiritual connectedness, and low family stress… [PDF]

Flansburg, Sundra (1993). Building Self: Adolescent Girls and Self-Esteem. Working Paper 2. This working paper explores current thinking about self-esteem in adolescent girls in a pluralistic or multicultural society. A large percentage of current discussion and research on gender, adolescence, and self-esteem overlooks the diversity among females and neglects to analyze how various identities interweave with gender and strongly influence self-esteem in women. The paper contains the following chapters: (1) Defining, Measuring, and Other Issues in Research; (2) Race, Class, and Other Identities in Young Women's Search for Self; (3) The Role of Sexism in Self-Esteem; (4) Developing Resistance and Resilience; and (5) Conclusion. The chapter discussing defining and measuring notes that there is not a clear definition of self-esteem and that a number of factors are part of this complex concept. The chapter about sexism summarizes gender based violence, schools and education, public and private discourse, the developing female body, and media representation and influence. The… [PDF]

Hanson, Katherine; Schwartz, Wendy (1992). Equal Mathematics Education for Female Students. ERIC/CUE Digest, Number 78. This Digest reviews common teaching practices and methods of communication in the classroom to indicate the treatment of female students that inhibits their ability to successfully learn mathematics as well as identifying some negative attitudes about female mathematics achievement held by teachers and parents that may deter girls from continuing their mathematics education. A look at socialization issues indicates that a decline in self-esteem and capitulation to the forces of socialization encourage girls to focus on their bodies at the expense of a whole-person or achievement orientation. Exploration of learning styles finds that male styles of learning are more often found in mathematics classes, and that girls think that mathematics has no utility in their lives. An analysis of traditional teaching methods and curricula also finds that the classroom structure, designed to foster independent non-collaborative thinking, is most supportive of white male, middle-class socialization… [PDF]

Hanson, Katherine (1992). Teaching Mathematics Effectively and Equitably to Females. Trends and Issues No. 17. This monograph looks at mathematics education today in the United States, particularly at how girls are treated in mathematics education in order to identify ways to increase female interest and achievement in mathematics. The first section of the review describes the current status of females in mathematics education including achievement history and trends, trends in higher education, and current gender research. The second section looks at the research on student gender differences covering learning styles and classroom behavior, attitudes toward mathematics learning, mathematics course taking, and social expectations. A third section covers educational issues of discourse, curriculum content and orientation, teacher attitudes and behaviors, and classroom organization and teaching methods. A final section of conclusions and recommendations notes that: (1) mathematics education takes place in a cultural context that educators can begin to consciously change to better respond to… [PDF]