A01=Celeste Brody
A01=Glennellen Pace
A01=Kasi Allen Fuller
A01=Nancy Gail Nagel
A01=Patricia Schmuck
A01=Penny Poplin Gosetti
A01=Susan Randles Moscato
academy
Algebra Ii
Author_Celeste Brody
Author_Glennellen Pace
Author_Kasi Allen Fuller
Author_Nancy Gail Nagel
Author_Patricia Schmuck
Author_Penny Poplin Gosetti
Author_Susan Randles Moscato
Basketball Team
Category=JBSF
Category=JHM
Category=JNK
Category=JNLC
catholic
Catholic High Schools
Chicago Series
classroom equity strategies
coeducational
Coeducational Schools
Coeducational Setting
College Preparatory Schools
educational gender theory
Eliminate Sex Bias
Elizabeth's Academy
elizabeths
Elizabeth’s Academy
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Female Math Teachers
feminist pedagogy
Gender Consciousness
gender equity reform in schools
Grove High School
high
Honors Track
institutional change research
intersectional education analysis
Male Math Teachers
Math GPAs
NCEA
NCTM Standard
post-Title IX Era
qualitative school studies
Remedial Track
school
schools
setting
sex
Sex Equitable
Sex Equity
single
Single Sex Education
Single Sex Schools
Title IX
Young Men
Product details
- ISBN 9780750709996
- Weight: 408g
- Dimensions: 156 x 234mm
- Publication Date: 14 Oct 1999
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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Develops a new framework for working in schools that helps educators make informed decisions about change at individual, classroom, curricular and school levels on behalf of gender equity. Addresses the issue of understanding the impact of education on the two sexes, and looks at responsibility for creating gender-fair environments, organising work and creating environments for learning. The book draws on a two-year study into the role that gender played as three Catholic high schools prepared to move from single sex to coeducation. It does not weigh the advantages of single sex against coeducative approaches, but studies gender in a setting where the particpants' consciousness of gender issues was heightened: faculty and administration were formally and informally discussing gender concepts and students were talking about male and female issues. The book shows that the combination of leadership, staff and curricular awareness, and an understanding of gender fair and gender affirmative practices can serve to improve institutional effectiveness and lead to higher levels of student achievement.
The authors work with students and professionals at all levels of the educational system. Celeste Brody, Nancy Nagel, Glennellen Pace and Patricia Schmuck are on the faculty of Lewis and Clark College; Susan Moscato is a professor of nursing at the University of Portland; Penny Poplin Gosetti teaches at University of Toledo; and Kasi Fuller is an educational consultant and evaluator.
