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Non-Formal Science Education: Moving towards More Inclusive Pedagogies for Diverse Classrooms
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Genco Guralp; Martin McHugh; Sarah Hayes – Center for Educational Policy Studies Journal, 2024
The Diversity in Science towards Social Inclusion--Non-formal Education in Science for Students' Diversity (DiSSI) project aimed to provide a holistic perspective on diversity, focusing specifically on cultural and ethnic identities, language, socioeconomic background, gender, as well as differing levels of achievement. In particular, the work…
Descriptors: Science Education, Inclusion, Diversity, Program Evaluation
Women, Gender, and History Education: Perspectives from Ontario and Quebec
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Marie-Hélène Brunet, Editor; Kristina R. Llewellyn, Editor; Rose Fine-Meyer, Editor – Palgrave Macmillan, 2024
This is the first edited collection to focus on women, gender, and history education in Canada. The aim of this edited collection is threefold: to offer a historical analysis of women and gender in K-12 teaching and learning of history; to provide an examination of women and gender in relation to contemporary pedagogy, curriculum, and resources in…
Descriptors: Females, Gender Differences, Kindergarten, Elementary Secondary Education
Avoiding "Oh My God" Experiences: How White Female Developmental Literacy Instructors (Dis)Engage Race in Their Instructional Decision Making
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Alison M. Douglas – ProQuest LLC, 2021
This dissertation explores the instructional decision making of White female community college developmental literacy instructors in order to better understand pedagogical practices that impact educational inequities for Black male students in developmental literacy classes. Historically, the U.S education system has underserved Black male…
Descriptors: Community Colleges, White Teachers, Remedial Reading, Remedial Programs
"I'm Actually a Female Empowerer": Student Perspectives on a Critical Pedagogical Approach to Re/Engage At-Risk Females in School
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MacMaoilir, Eóin; McGillicuddy, Deirdre – Education and Urban Society, 2023
Internationally, there is increasing concern regarding the disengagement of marginalized students, particularly girls, from the formal education system, particularly since COVID-19. Students experiencing oppression/marginalization within urban education systems are considered at-risk from poor attendance, early school leaving, underperformance,…
Descriptors: Females, At Risk Students, Learner Engagement, Self Concept
Examining the Influence of Argument Driven Inquiry Instructional Approach on Female Students of Color in Sixth Grade Science: Its Impact on Classroom Experience, Interest, and Self-Efficacy in Science, Written Argumentation Skills, and Scientific Voice
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Duggan, Paul – ProQuest LLC, 2022
Four of the eight Engineering Standards in the Next Generation Science Standards (NGSS, 2013) focus on authentic science communication: "asking questions (science) and defining problems (engineering), analyzing and interpreting data, constructing explanations (for science) and designing solutions (for engineering), engaging in argument from…
Descriptors: Persuasive Discourse, Inquiry, Teaching Methods, Females
White, Queer and Female: Using Intersectionality as a Tool for Teaching Social Justice in the Deep South
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Blankenship-Knox, Ann E. – Whiteness and Education, 2017
In this critical autoethnography, I discuss and critically reflect on some of my personal identities, specifically being a white, queer woman in the Deep South of the United States, that inform how I interact with the world and my students. I then discuss how the interplay of these identities has led me to particular pedagogical strategies for…
Descriptors: Self Concept, White Teachers, Whites, Females