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Gender based learning: The case of a...

Briggs, Samantha Althea Elliott,

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Gender based learning: The case of a Southern state's initiative /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Gender based learning: The case of a Southern state's initiative // Samantha Althea Elliott Briggs.
Author:	Briggs, Samantha Althea Elliott,
Description:	1 electronic resource (144 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 71-10, Section: A.
Contained By:	Dissertations Abstracts International71-10A.
Subject:	School administration. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3371412
ISBN:	9781109350548

Gender based learning: The case of a Southern state's initiative /
Briggs, Samantha Althea Elliott,

Gender based learning: The case of a Southern state's initiative /Samantha Althea Elliott Briggs. - 1 electronic resource (144 pages)

Source: Dissertations Abstracts International, Volume: 71-10, Section: A.

The purpose of this qualitative case study was to investigate factors that led to a statewide gender reform in which a state department of education in the South encouraged the separation of boys and girls at the middle school level in the core subject areas of math, science, social studies, and language arts in response to the No Child Left Behind Act (NCLB) proficiency mandates. To date, there has been no significant research describing how the schools in this particular Southern state adopted this method and how the teachers and administrators perceived this approach to meeting adequate yearly progress (AYP) as outlined by the NCLB. It is the intent of this research to present this phenomenon to the education community through a reflection on how teachers and administrators at the local level responded to the top-down edicts imposed by this State Department of Education (SDOE); how the research of Michael Gurian, a leading researcher in the area of gender-based education, and the Gurian Institute Training Division was selected to inform this effort; how the recommendations were interpreted and implemented at the local level; and the implication this reform has on the state education system in terms of gender, race and class. This case study specifically drew attention to nine unique experiences of educators (both teachers and administrators) at the local level who answered this call to bridge the achievement gap amongst its boys and girls; poor and wealthy; Blacks and Whites. What was known at the beginning of this study was that an indefinite amount of financial and personnel resources went into planning and executing this statewide reform. A reform that was assumed (and later affirmed) had gone undocumented and untracked amongst schools who participated-and unknown to the schools that needed it most. Their stories unearthed the inconsistencies and inequities buried under the guise of their State Board of Education's "success for all-by any means necessary" mandates. Their stories told how some disenfranchised schools had to undergo the initiative all on their own while more affluent schools received unlimited support.

English

ISBN: 9781109350548Subjects--Topical Terms:

3172164
School administration.
Subjects--Index Terms:

Education reform

Gender based learning: The case of a Southern state's initiative /
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520 $a The purpose of this qualitative case study was to investigate factors that led to a statewide gender reform in which a state department of education in the South encouraged the separation of boys and girls at the middle school level in the core subject areas of math, science, social studies, and language arts in response to the No Child Left Behind Act (NCLB) proficiency mandates. To date, there has been no significant research describing how the schools in this particular Southern state adopted this method and how the teachers and administrators perceived this approach to meeting adequate yearly progress (AYP) as outlined by the NCLB. It is the intent of this research to present this phenomenon to the education community through a reflection on how teachers and administrators at the local level responded to the top-down edicts imposed by this State Department of Education (SDOE); how the research of Michael Gurian, a leading researcher in the area of gender-based education, and the Gurian Institute Training Division was selected to inform this effort; how the recommendations were interpreted and implemented at the local level; and the implication this reform has on the state education system in terms of gender, race and class. This case study specifically drew attention to nine unique experiences of educators (both teachers and administrators) at the local level who answered this call to bridge the achievement gap amongst its boys and girls; poor and wealthy; Blacks and Whites. What was known at the beginning of this study was that an indefinite amount of financial and personnel resources went into planning and executing this statewide reform. A reform that was assumed (and later affirmed) had gone undocumented and untracked amongst schools who participated-and unknown to the schools that needed it most. Their stories unearthed the inconsistencies and inequities buried under the guise of their State Board of Education's "success for all-by any means necessary" mandates. Their stories told how some disenfranchised schools had to undergo the initiative all on their own while more affluent schools received unlimited support.
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590 $a School code: 0004
650 4 $a School administration. $3 3172164
650 4 $a Curriculum development. $3 684418
650 4 $a Gender. $3 2001319
650 4 $a Learning. $3 516521
650 4 $a Initiatives. $3 3564334
650 4 $a Educational administration. $3 2122799
653 $a Education reform
653 $a Gender reform
653 $a Gender segregation
653 $a Gender-based learning
653 $a Grassroots education
653 $a Single-sex education
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690 $a 0727
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