El proceso hacia la integracion de la equidad por genero al curriculo.(The Process of the Integration of Gender Equity in the Curriculum.)
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| Title: | El proceso hacia la integracion de la equidad por genero al curriculo.(The Process of the Integration of Gender Equity in the Curriculum.) |
|---|---|
| Language: | Spanish |
| Authors: | Rivera-Bermudez, Carmen D. |
| Peer Reviewed: | N |
| Page Count: | 26 |
| Publication Date: | 1995 |
| Document Type: | Reports - Research |
| Descriptors: | Curriculum Development, Curriculum Enrichment, Elementary Education, Elementary School Teachers, Gender Issues, Nondiscriminatory Education, Sex Bias, Sex Fairness, Teacher Administrator Relationship, Teacher Attitudes |
| Geographic Terms: | Puerto Rico |
| Abstract: | "El Proyecto Colaborativo de Equidad por Genero en la Educacion," or the Collaborative Project for Gender Equity in Education, was undertaken in Puerto Rico between 1990 and 1992 to study how to facilitate the integration of gender equity themes in the curriculum through the direct action of participating teachers. A study examined the attitudes of 11 second through sixth level regular and special education teachers who took part in the project. Data on the participants' perspectives about curricular change related to gender equity were collected during the project by means of questionnaires, teacher journals, weekly reports, group sessions, progress reports, and in-depth interviews. Information derived from teachers' responses was organized into several categories, including changes in teachers' attitudes, benefits of the project, teachers' relationships to colleagues and administrators, and barriers to the process of curricular change. Teachers' responses indicated that attempts to change curricula toward greater gender equity provoke resistance but also provide teachers greater autonomy and motivation. Based on teachers' responses, recommendations were made for effecting curricular change related to gender equity concerning: (1) methodologies that combine knowledge of pedagogical investigation, reflection about classroom practice, and social and institutional support; (2) interaction among teachers about handling prejudice; (3) in-service training that seeks to identify student and teacher interactions, learning environments, materials, and methodologies that are consistent with gender equity; (4) fostering gender equity at the institutional and administrative levels; (5) administrative support; (6) institutional support and recognition for efforts at promoting gender equity; and (7) maintaining projects for an extended time. (BC) |
| Entry Date: | 1999 |
| Accession Number: | ED425794 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED425794 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED425794 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: El proceso hacia la integracion de la equidad por genero al curriculo.(The Process of the Integration of Gender Equity in the Curriculum.) – Name: Language Label: Language Group: Lang Data: Spanish – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rivera-Bermudez%2C+Carmen+D%2E%22">Rivera-Bermudez, Carmen D.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 26 – Name: DatePubCY Label: Publication Date Group: Date Data: 1995 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Enrichment%22">Curriculum Enrichment</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Issues%22">Gender Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Nondiscriminatory+Education%22">Nondiscriminatory Education</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Bias%22">Sex Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Fairness%22">Sex Fairness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Puerto+Rico%22">Puerto Rico</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: "El Proyecto Colaborativo de Equidad por Genero en la Educacion," or the Collaborative Project for Gender Equity in Education, was undertaken in Puerto Rico between 1990 and 1992 to study how to facilitate the integration of gender equity themes in the curriculum through the direct action of participating teachers. A study examined the attitudes of 11 second through sixth level regular and special education teachers who took part in the project. Data on the participants' perspectives about curricular change related to gender equity were collected during the project by means of questionnaires, teacher journals, weekly reports, group sessions, progress reports, and in-depth interviews. Information derived from teachers' responses was organized into several categories, including changes in teachers' attitudes, benefits of the project, teachers' relationships to colleagues and administrators, and barriers to the process of curricular change. Teachers' responses indicated that attempts to change curricula toward greater gender equity provoke resistance but also provide teachers greater autonomy and motivation. Based on teachers' responses, recommendations were made for effecting curricular change related to gender equity concerning: (1) methodologies that combine knowledge of pedagogical investigation, reflection about classroom practice, and social and institutional support; (2) interaction among teachers about handling prejudice; (3) in-service training that seeks to identify student and teacher interactions, learning environments, materials, and methodologies that are consistent with gender equity; (4) fostering gender equity at the institutional and administrative levels; (5) administrative support; (6) institutional support and recognition for efforts at promoting gender equity; and (7) maintaining projects for an extended time. (BC) – Name: DateEntry Label: Entry Date Group: Date Data: 1999 – Name: AN Label: Accession Number Group: ID Data: ED425794 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED425794 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: Spanish PhysicalDescription: Pagination: PageCount: 26 Subjects: – SubjectFull: Curriculum Development Type: general – SubjectFull: Curriculum Enrichment Type: general – SubjectFull: Elementary Education Type: general – SubjectFull: Elementary School Teachers Type: general – SubjectFull: Gender Issues Type: general – SubjectFull: Nondiscriminatory Education Type: general – SubjectFull: Sex Bias Type: general – SubjectFull: Sex Fairness Type: general – SubjectFull: Teacher Administrator Relationship Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Puerto Rico Type: general Titles: – TitleFull: El proceso hacia la integracion de la equidad por genero al curriculo.(The Process of the Integration of Gender Equity in the Curriculum.) Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rivera-Bermudez, Carmen D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 1995 |
| ResultId | 1 |
