東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A collaborative intervention to the ...

Johnson, Shaun.

Linked to FindBook

Google Book

Amazon

博客來

A collaborative intervention to the lack of male teachers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A collaborative intervention to the lack of male teachers./
Author:	Johnson, Shaun.
Description:	422 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3747.
Contained By:	Dissertation Abstracts International70-10A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3378357
ISBN:	9781109406696

A collaborative intervention to the lack of male teachers.
Johnson, Shaun.

A collaborative intervention to the lack of male teachers. - 422 p.

Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3747.

Thesis (Ph.D.)--Indiana University, 2009.

This investigation engages in three cumulative reform activities to address the lack of men in education in the United States: reframe, restructure , and intervention. The mainstream American discourse on male teachers must be reframed on democratic and progressive ideals, utilizing research consistent with multiple masculinities and the legitimacy of diverse gendered practices. The populist boys crisis commentary, justifying more male teachers vis-a-vis male underachievement and role modeling, is unfounded in the empirical literature and promotes values that preclude male participation in teaching. To assist with the design and implementation of actionable solutions, the elusive nature of the male teacher problem is restructured using a participatory methodology called Interactive Qualitative Analysis (IQA). The primary outcome is a visual, systemic representation of choosing to teach created through a series of collaborative exercises that began during a graduate seminar on men in education and culminated in follow-up interviews with 20 male elementary teachers. The study concludes with recommended interventions via interpretation of the visual model, which structures the male teacher problem in a fashion more amenable to policy solutions. It is suggested that interventions to the male teacher problem be founded on empirically based and progressive views of gender, embracing multiple masculinities and the legitimacy of teaching as masculine practice. A shift in teacher gender demographics, also including intersectional identities like race, class, and sexual orientation, will not occur if essentialist and homophobic discourses dominate the male teacher conversation.

ISBN: 9781109406696Subjects--Topical Terms:

626645
Education, Administration.

A collaborative intervention to the lack of male teachers.
LDR:02816nam 2200349 4500 001 1393417
005 20110329091428.5
008 130515s2009 ||||||||||||||||| ||eng d
020 $a 9781109406696
035 $a (UMI)AAI3378357
035 $a AAI3378357
040 $a UMI $c UMI
100 1 $a Johnson, Shaun. $3 1671950
245 1 2 $a A collaborative intervention to the lack of male teachers.
300 $a 422 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3747.
500 $a Advisers: Lynne Boyle-Baise; Mary McMullen.
502 $a Thesis (Ph.D.)--Indiana University, 2009.
520 $a This investigation engages in three cumulative reform activities to address the lack of men in education in the United States: reframe, restructure , and intervention. The mainstream American discourse on male teachers must be reframed on democratic and progressive ideals, utilizing research consistent with multiple masculinities and the legitimacy of diverse gendered practices. The populist boys crisis commentary, justifying more male teachers vis-a-vis male underachievement and role modeling, is unfounded in the empirical literature and promotes values that preclude male participation in teaching. To assist with the design and implementation of actionable solutions, the elusive nature of the male teacher problem is restructured using a participatory methodology called Interactive Qualitative Analysis (IQA). The primary outcome is a visual, systemic representation of choosing to teach created through a series of collaborative exercises that began during a graduate seminar on men in education and culminated in follow-up interviews with 20 male elementary teachers. The study concludes with recommended interventions via interpretation of the visual model, which structures the male teacher problem in a fashion more amenable to policy solutions. It is suggested that interventions to the male teacher problem be founded on empirically based and progressive views of gender, embracing multiple masculinities and the legitimacy of teaching as masculine practice. A shift in teacher gender demographics, also including intersectional identities like race, class, and sexual orientation, will not occur if essentialist and homophobic discourses dominate the male teacher conversation.
590 $a School code: 0093.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Gender Studies. $3 898693
690 $a 0514
690 $a 0534
690 $a 0727
690 $a 0733
710 2 $a Indiana University. $b School of Education. $3 1020202
773 0 $t Dissertation Abstracts International $g 70-10A.
790 1 0 $a Boyle-Baise, Lynne, $e advisor
790 1 0 $a McMullen, Mary, $e advisor
790 1 0 $a Buzzelli, Cary $e committee member
790 1 0 $a McCoy, Danny $e committee member
790 1 0 $a Bernard-Powers, Jane $e committee member
790 $a 0093
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3378357