User talk:Sarita Davis

Re: Panel No. 2, March 15, 2007

Message to CSUN class Sec Ed 690, Dr. Rivas, from Sarita

The following resources were used for class Panel No. 2 debate: "Should gender differences not play a role in education?" Stance: Con Retrieved March 5, 2007 from EBSCO Host

Sarita Davis SED 690 Dr. Rivas Panel No. 2 on March 15, 2007 Resources

I. Gender in the Classroom: Foundations, Skills, Methods, and Strategies Author: Sadler, David, Ed.; Dilber, Ellen S., Ed. Publication Date: 2007 Publication Type: Book

Abstract

According to research studies, one glaring omission from teacher education programs is gender. Tomorrow's teachers receive little instruction or training on the tremendous impact of gender in the classroom. Just how does gender influence teaching, the curriculum, and the lives of teachers and students in the classroom? This unique book has been designed to answer those questions. "Gender in the Classroom" is intended to be used across the teacher education curriculum--from subject-specific methods courses to foundations, from educational psychology to student teaching. It can be adopted for an entire program, or several instructors can adopt it jointly, or a single instructor can adopt it as one of several or a supplementary text for a course. A comprehensive Instructor's Manual provides teaching ideas and materials for teacher educators who adopt the text. Each chapter offers practical information and skills about gender and sex differences, curriculum, and specific teaching methods. Written in a lively style, the text features a number of interactive activities to engage and instruct the reader. The chapters follow a common format designed to invite student interest and action. Each is built around "Essential Equity Questions" that focus on pertinent gender-related questions and issues in a specific subject area: (1) the role of women in education--intersections of the teaching profession, feminism, and teachers as activists for social change; (2) gender differences in cognitive ability, attitudes, and behavior; (3) how to teach and implement Title IX; (4) how to observe classrooms to "see" gender bias; (5) social studies education; (6) English/language arts methods; (7) science education; and (8) mathematics and technology education. "Interactions" in each chapter engage students in activities to promote understanding. Each "Interaction" is linked to one or more specific INTASC standards. In the last chapter, the emphasis is on applying many of the skills learned previously--it gives student teachers and their supervisors several tools they can use for analyzing classroom teaching and detecting gender bias. This chapter also includes a culminating activity for identifying and correcting curricular bias. In fact, many of the techniques in this text can be applied to uncover and correct not only gender bias, but racial, ethnic, and cultural bias as well. Following a preface, this book is divided into eight chapters: (1) Strong Women Teachers: Their Struggles and Strategies for Gender Equity (T. McCormick); (2) Gender Differences in Cognitive Ability, Attitudes, and Behavior (K.W. Cassidy); (3) Teachers, Students, and Title IX: A Promise for Fairness (K. Zittleman); (4) Citizenship Education for the 21st Century--A Gender Inclusive Approach to Social Studies (M. S. Crocco and A. S. Libresco); (5) A Gender Inclusive Approach to English/Language Arts Methods: Literacy with a Critical Lens (S. P. Brown and P. Roy); (6) A Gender Inclusive Approach to Science Education (J. Koch); (7) Gender Equity Intersects with Mathematics and Technology: Problem-Solving Education for Changing Times (K. N. Bell and K. Norwood); (8) Practical Strategies for Detecting and Correcting Gender Bias in Your Classroom (D. M. Sadker and K. Zittleman). Appended is: Guide to INTASC Principles Reflected in Chapter Interactions. This book accompanies an Instructor's Manual.

II. Instructor’s Manual to Accompany Gender in the Classroom: Foundations, Skills, Methods, and Strategies Across the Curriculum

Edited and Prepared by David M. Sadler and Ellen S. Silber