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Understanding girls : quantitative and qualitative research /
Understanding Girls: Quantitative and Qualitative Research is a retrospective of the author's research that led to receiving the 2013 Distinguished Contributions Award to Science Education through Research. This book includes selected articles that document changes in her research approaches an...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam :
Sense Publishers,
[2016]
|
| Colección: | Cultural and historical perspectives on science education. Distinguished contributors ;
v. 6. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Baker, Dale Rose, |e author. | |
| 245 | 1 | 0 | |a Understanding girls : |b quantitative and qualitative research / |c Dale Rose Baker, Arizona State University, USA. |
| 264 | 1 | |a Rotterdam : |b Sense Publishers, |c [2016] | |
| 264 | 4 | |c ©2016 | |
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| 490 | 1 | |a Cultural and historical perspectives on science education: distinguished contributors ; |v Volume 6 | |
| 504 | |a Includes bibliographical references. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Introduction -- Can the Differences between Male and Female Science Majors Account for the Low Number of Women at the Doctoral Level in Science -- Why I Conducted the Study -- Methodological Decisions -- Science Education at the Time of the Study -- Research into Gender in the Wider Field of Education -- The Culture and the Times -- Impact of My Work -- Research in College Science Teaching: Can the Difference between Male and Female Science Majors Account for the Low Number of Women at the Doctoral Level in Science, by Dale R. Baker (reprinted article) -- The Influence of Role-Specific Self-Concept and Sex-Role Conflict on Career Choices in Science -- Why I Conducted the Study -- Methodological Decisions -- Science Education at the Time of the Study -- Research in the Wider Field of Education -- The Culture of the Times -- Impact of My Work -- The Influence of Role-Specific Self-Concept and Sex-Role Identity on Career Choices in Science, by Dale R. Baker (reprinted article) -- Sex Differences in Classroom Interactions in Secondary Science -- Why I Conducted the Study -- Methodological Decisions -- Science Education at the Time of the Study -- Research in the Wider Field of Education -- The Culture of the Times -- Impact of My Work -- Sex Differences in Classroom Interactions in Secondary Science, by Dale R. Baker (reprinted article) -- Sex Differences in Formal Reasoning Ability: Task and Interviewer Effects -- Why I Conducted the Study -- Methodological Decisions -- Science Education at the Time of the Study -- Research in the Wider Field of Education -- The Culture of the Times -- Impact of My Work -- Sex Differences in Formal Reasoning Ability: Task and Interviewer Effects, by Michael D. Piburn and Dale R. Baker (reprinted article) -- Letting Girls Speak Out about Science -- Why I Conducted This Study -- Methodological Decisions -- Science Education at the Time of the Study -- Research into Gender in the Wider Field of Education -- The Culture and the Times -- Impact of My Work -- Letting Girls Speak Out about Science, by Dale Baker and Rosemary Leary (reprinted article) -- Equity Issues in Science Education -- Why I Conducted the Study -- Methodological Decisions -- Science Education at the Time of the Study -- Research into Gender in the Wider Field of Education -- The Culture of the Times -- Impact of My Work -- Equity Issues in Science Education, by Dale R. Baker (reprinted article) -- An Intervention to Address Gender Issues in a Course on Design, Engineering, and Technology for Science Educators -- Why I Conducted the Study -- Methodological Decisions -- Science Education at the Time of the Study -- Research in the Wider Field of Education -- The Culture of the Times -- Impact of My Work -- An Intervention to Address Gender Issues in a Course on Design, Engineering, and Technology for Science Educators, by Dale Baker, Stephen Krause, Şenay Yaşar, Chell Roberts and Sharon Robinson-Kurpius (reprinted article) -- What Works: Using Curriculum and Pedagogy to Increase Girls' Interest and Participation in Science and Engineering -- Why I Conducted the Study -- Methodological Decisions -- Science Education at the Time of the Study -- Research in the Wider Field of Education -- The Culture of the Times -- Impact of My Work.-What Works: Using Curriculum and Pedagogy to Increase Girls' Interest and Participation in Science, by Dale Baker (reprinted article) -- Girls' Summer Lab: An Intervention -- Synopsis -- Why I Conducted the Study -- Methodological Decisions -- Science Education at the Time of the Study -- Research in the Wider Field of Education -- The Culture of the Times -- Impact of My Work -- Good Intentions: An Experiment in Middle School Single-Sex Science and Mathematics Classrooms with High Minority Enrollment -- Study Synopsis -- Why I Conducted the Study -- Methodological Decisions -- Science Education at the Time of the Study -- Research in the Wider Field of Education -- The Culture of the Times -- Impact of My Work -- Summary: What Does It All Mean -- References. | |
| 520 | |a Understanding Girls: Quantitative and Qualitative Research is a retrospective of the author's research that led to receiving the 2013 Distinguished Contributions Award to Science Education through Research. This book includes selected articles that document changes in her research approaches and theoretical frameworks. The articles represent the evolution of her thinking about the issue of girls in science as well as her impact on science education. The author's work is placed in the context of science education research at the time of publication, research in education and psychology, and the culture of the times. She pulls back the curtain that often makes the messy work of research seem straightforward and linear to reveal why she did the research and the methodological decisions she faced. She describes the serendipitous nature of some of the work as well as her frustrations in trying to understand data, and struggles to insure that she accurately and respectfully presented the voices of girls and their teachers. The book also includes some of the earliest research in engineering education preceding the focus on engineering practices found in the Next Generation Science and Engineering Standards. Understanding Girls provides insights into why girls may or may not decide to participate in science and engineering and what can be done to increase their participation. It provides evidence that we have increased girls' participation and the challenges that remain to insure that every girl who wants to become a scientist or engineer has the opportunity to do so. | ||
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| 650 | 0 | |a Girls |x Education. | |
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| 650 | 6 | |a Femmes dans les sciences. | |
| 650 | 6 | |a Filles |x Éducation. | |
| 650 | 6 | |a Sciences |x Étude et enseignement. | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
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| 650 | 7 | |a Girls |x Education. |2 fast |0 (OCoLC)fst00942883 | |
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| 776 | 0 | 8 | |i Print version: |a Baker, Dale Rose. |t Understanding girls. |d Rotterdam : Sense Publishers, [2016] |z 9463004963 |w (OCoLC)951453489 |
| 830 | 0 | |a Cultural and historical perspectives on science education. |p Distinguished contributors ; |v v. 6. | |
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