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

Curriculum conservatism and gender e...

Speck, Phoebe Bozonelis.

Linked to FindBook

Google Book

Amazon

博客來

Curriculum conservatism and gender equity in female independent secondary schools: 1945-1990.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Curriculum conservatism and gender equity in female independent secondary schools: 1945-1990./
Author:	Speck, Phoebe Bozonelis.
Description:	320 p.
Notes:	Source: Dissertation Abstracts International, Volume: 51-07, Section: A, page: 2291.
Contained By:	Dissertation Abstracts International51-07A.
Subject:	Education, History of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9035304

Curriculum conservatism and gender equity in female independent secondary schools: 1945-1990.
Speck, Phoebe Bozonelis.

Curriculum conservatism and gender equity in female independent secondary schools: 1945-1990. - 320 p.

Source: Dissertation Abstracts International, Volume: 51-07, Section: A, page: 2291.

Thesis (Ph.D.)--Case Western Reserve University, 1990.

Between 1945 and 1990, significant changes occurred in curriculum policy making in the female secondary independent schools. These changes highlighted the following important trends: the curriculum committee replaced the Head of School as the primary policy maker; and new or revisioned factors, exclusive of the gender factor, became important in curriculum determination i.e., internal: Head of School, Board of Trustees, faculty, students, parents, alumna, and tradition; external: colleges, demographics and competitive marketing, government, trends and fads, and textbook publishers. Despite these trends, however, the curricula of these schools changed very little and remained conservative.Subjects--Topical Terms:

599244
Education, History of.

Curriculum conservatism and gender equity in female independent secondary schools: 1945-1990.
LDR:02810nmm 2200301 4500 001 1840899
005 20050822121233.5
008 130614s1990 eng d
035 $a (UnM)AAI9035304
035 $a AAI9035304
040 $a UnM $c UnM
100 1 $a Speck, Phoebe Bozonelis. $3 1929215
245 1 0 $a Curriculum conservatism and gender equity in female independent secondary schools: 1945-1990.
300 $a 320 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-07, Section: A, page: 2291.
500 $a Adviser: David C. Hammack.
502 $a Thesis (Ph.D.)--Case Western Reserve University, 1990.
520 $a Between 1945 and 1990, significant changes occurred in curriculum policy making in the female secondary independent schools. These changes highlighted the following important trends: the curriculum committee replaced the Head of School as the primary policy maker; and new or revisioned factors, exclusive of the gender factor, became important in curriculum determination i.e., internal: Head of School, Board of Trustees, faculty, students, parents, alumna, and tradition; external: colleges, demographics and competitive marketing, government, trends and fads, and textbook publishers. Despite these trends, however, the curricula of these schools changed very little and remained conservative.
520 $a This thesis used established historical methods. The research was based on an examination of the secondary literature as well as intensive archival research and interviews at seven New England Ohio female independent secondary schools with heads of schools and those responsible for curriculum. It also made use of the responses to a questionnaire sent to 117 independent secondary schools in New England and East North Central States.
520 $a By virtue of being single-sex, the female independent secondary schools failed to perceive gender equity as a significant issue for policy consideration. Their curricula confirmed a conservatism that did not consider biological and socio-cultural differences in learning styles as well as informal protocols that perpetuated gender stereotypes and inequities in the classroom. With regard to gender, the research concluded that these schools, with a few exceptions, chose not to be agents of change in the following manner: further developing curriculum that would specifically enhance the learning styles of their students; and restructuring courses of study that would include the female and male perspectives to achieve gender equity.
590 $a School code: 0042.
650 4 $a Education, History of. $3 599244
650 4 $a Education, Secondary. $3 539262
650 4 $a Women's Studies. $3 1017481
690 $a 0520
690 $a 0533
690 $a 0453
710 2 0 $a Case Western Reserve University. $3 1017714
773 0 $t Dissertation Abstracts International $g 51-07A.
790 1 0 $a Hammack, David C., $e advisor
790 $a 0042
791 $a Ph.D.
792 $a 1990
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9035304