Reconstruction Of The Destroyed Sinjali Secondary School, 2017 Clark University
Reconstruction Of The Destroyed Sinjali Secondary School, Isabella Kaganowski
International Development, Community and Environment (IDCE)
This practitioner paper chronicles my involvement of the grant writing proposal that was designed on behalf of a non-for-profit organization, the Association of Dalit Women’s Advancement of Nepal (ADWAN), in order to secure funding and donations for the reconstruction of the destroyed Sinjali Secondary School in Gorkha district, Taklung village, after a 2015 earthquake struck Nepal. The proposal was guided by and collaborated with Professor Jude Fernando of Clark University, as Professor Fernando was able to visit Taklung village and gather information about the needs in the educational sector damaged by the earthquake. Literature review and research was gathered ...
Status Of Women In Higher Education: A Metanalysis Of Institutional Reports, 2017 University of Dayton
Status Of Women In Higher Education: A Metanalysis Of Institutional Reports, Kathleen Brittamart Watters, Carolyn Ridenour
Carolyn S. Ridenour
The authors examined twenty-one institutional reports on the status of women on American college and university campuses. The analysis revealed a dominant discourse of women positioned as dependent on men. Among the five emergent themes included, first, the reality that women were marginalized on these campuses and second, overrepresented in lower power positions. Third, evidence suggested an unequal distribution of salary and perquisites by gender. Fourth, adopting policies toward equity can lessen gender discrimination; however, not with a lack of a strong public and visible commitment to equity by campus leadership, the fifth theme. Additional findings include explanation of three ...
Issues Of Racial, Ethnic, And Gender Diversity In Preparing School Administrators, 2017 University of Dayton
Issues Of Racial, Ethnic, And Gender Diversity In Preparing School Administrators, Carolyn Ridenour, Patricia F. First, Angela Lydon, Michelle C. Partlow
Carolyn S. Ridenour
The four authors teach in the Department of Educational Leadership at the University of Dayton. Each taught a new course that addressed issues of diversity in schools, focusing on race, ethnicity, and gender. Each developed the course in a unique way and in distinct settings, though each involved: 1. Reflecting holistically on the experience of teaching the course in order to generate common themes explaining what the experience meant to the faculty as individuals and as women (Blackmore & Kenway, 1993). 2. Examining students' work, behaviors, communication, and attitudes in order to infer level of, as well as changes in, racial ...
'Divertual' Learning In Education Leadership: Implications Of Teaching Cultural Diversity Online Vs. Face To Face, Carolyn Ridenour, A. Llewellyn Simmons, Timothy J. Ilg, A. William Place
Carolyn S. Ridenour
What are the consequences of this teaching-learning situation when graduate students in a Department of Educational Leadership are enrolled in a course on cultural diversity? Might the words on the computer screen be completely unrelated to the humanity, personality, style, interpersonal behaviors, and dispositions of the student writing them, as Menand suggests? Or, might the detachment provide a security in which the most honest and unadulterated discourse can be shared between teacher and students, as some proponents hope? In this chapter we explore responses to this dilemma. We attempt to capture this situation in our label: "divertual learning," a neologism ...
Academic Generations: Exploring Intellectual Risk Taking In An Educational Leadership Program, 2017 University of Dayton
Academic Generations: Exploring Intellectual Risk Taking In An Educational Leadership Program, Carolyn Ridenour, Darla J. Twale
Carolyn S. Ridenour
We examined intellectual risk and risk-taking behavior in educational leadership preparation programs and investigated the intersection of academic generations within a community of practice, that is, doctoral students and faculty. The literature review examines several perspectives on risk and risk-taking which includes cultural milieu and gender and ethnic differences. We offer suggestions for addressing risk and for further research.
How, When, And Why Early Childhood Educators Address Gender With Young Children?, 2017 Stephen F Austin State University
How, When, And Why Early Childhood Educators Address Gender With Young Children?, Flora Farago, Brittany Propoggio
Symposium on Arts and Research
Children develop gender stereotypes between ages 2-5 (Martin & Ruble, 2010). Early childhood classrooms are one of the first settings where children receive messages about gender, partly from teachers (Chapman, 2016; Chick, 2002).
Teachers’ use of gender labels and gender to organize classrooms increases children’s gender stereotyping and decreases preference for other-gender peers (Hilliard & Liben, 2010).
However, work is largely missing about early childhood educators’ “gendered” beliefs and classroom practices. These topics are examined using an online survey.
Addressing Gender Inequality And Inequity In Industrial Design, 2017 Iowa State University
Addressing Gender Inequality And Inequity In Industrial Design, Kellie Walters
Symposium on Undergraduate Research and Creative Expression
Research tells us that gender-inclusivity only improves corporate outcome. Corporations that are gender-balanced see an increase in creativity and innovation and a 15% rise in performance. Women are able to produce higher sales, employee engagement, team self-confidence, high physiological safety, and are more likely to promote and yearn for sustainable practice (Lance Hosey, Arch Daily).
These components are not only crucial to a better workplace environment, but are now essential to contemporary industrial design practice. Yet when looking for women in the field, we not only find few and far between, but there is opposition from both men and women ...
Work-Family Balance: A Narrative Analysis Of The Personal And Professional Histories Of Female Superintendents, Nicole White
Dissertations (2009 -)
According to the Wisconsin Department of Public Instruction (2014), 74 percent of Wisconsin’s teachers are women, while only 26 percent of Wisconsin’s superintendents are women indicating a significant disparity among the educational ranks. Studies have claimed that women are obtaining their superintendent credentials at the same rate as men, yet in the state of Wisconsin, women account for a mere 22 percent of licensed candidates. Much of the previous literature identifies this problem and rationalizes it with the gender biases that have plagued women for centuries. This study went beyond that and focused on women in the 26 ...
Killing Me Softly: The Missed Education Of African American Females, 2017 Western Michigan University
Killing Me Softly: The Missed Education Of African American Females, Margaret Daphne Cattenhead
Using a literature review and personal experience, this paper aims to examine the paradoxes and barriers of African American girls in education. The educational system has left black females without support to ensure consistent results across a variety of settings and environments. There are a variety of voices on what barriers African American girls face and how those barriers influence their educational progress. Despite some progress, many African American girls are at risk for suspension, expulsion, and grade retention. They are at risk to be pressured into dominant culture norms for behavior, to be regarded as subordinate, to be negatively ...
Educating Incarcerated Youth In Illinois: A Blended Learning Model, 2017 National Louis University
Educating Incarcerated Youth In Illinois: A Blended Learning Model, John Sonnenberg
The purpose of this case study was to better understand the reasons behind the apparent continued success of a blended learning educational model in place since 2012 in the Illinois Department of Juvenile Justice (IDJJ). Using a mixed methods approach, data were gathered and analyzed from a variety of records, reports, and other documentation that included: diplomas awarded, courses taken, course completion, enrollment trends, student mobility rates, GED testing information, and special education student enrollment and performance. Data were also gathered through classroom observations and individual and group interviews with the IDJJ district superintendent, principals, and teachers at six different ...
Changing The Mindset: A Look At Current Literacy Practices And How These Are Failing Boys, 2017 College at Brockport
Changing The Mindset: A Look At Current Literacy Practices And How These Are Failing Boys, Rebecca Oliver
Education and Human Development Master's Theses
The special education population in schools in the United States shows a significant disproportionality between male and female students. Often special education referrals are made due, in part, to student underperformance in reading and basic literacy skills. Using past studies regarding best practices for literacy instruction, gender studies, and special education, the current study looks to understand what teachers can do to eliminate the inequality in special education referrals between genders in school-aged children. Results suggest that female students begin school with a head start to their male counterparts, and because of this, typically do well in the earlier grades ...
Female Education: The Facilitating And Hindering Factors Regarding Female Education In Gilgit-Baltistan Context Of Pakistan, Sultan Alam
Professional Development Centre, Gilgit
This paper reports a study conducted in one of the villages of Gilgit-Baltistan of Pakistan. The purpose of the study is to explore the perceptions of female students and their parents regarding female education. A qualitative case study method was employed to investigate the subject matter. The participants were selected on the basis of pre-determined criteria. The findings of the study showed that female education in the context is influenced by various factors including societal norms, parents perceptions and teachers attitude. It was depicted that female students have adapted such critical circumstances and are motivated to acquire their education. Since ...
Using Student Characteristics, Student Spatial-Content Knowledge, And Teacher Spatial-Content Knowledge To Predict Student Spatial-Content Knowledge Of Lunar Phases, Kyle A. Curry
Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education
Student demographic characteristics of gender and race/ethnicity, students’ spatial-content knowledge as measured by pre-instructional performance on the Lunar Phases Concept Inventory (LPCI) (Lindell & Olsen), and post-instructional performance on the Purdue Visualization of Rotations Test (PSVT) (Bodner & Guay, 1997), and teachers’ spatial-content knowledge as measured by the two assessments were considered to predict students’ overall understanding of lunar phases as measured by post-instructional results on the LPCI. A mixed modeling approach was used in a hierarchal manner to evaluate the student learning outcomes. Results showed that student gender was not a significant predictor of post-instructional student performance, but students who ...
How Mobile Learning Initiatives Can Empower Women, 2017 Old Dominion University
How Mobile Learning Initiatives Can Empower Women, Helen Crompton
Teaching & Learning Faculty Publications
The Sustainable Development Goal 5 provides a call to action to promote gender equality and to empower women. This article responds to that call by providing insight into how mobile learning initiatives have been used to support that aim. A critical analysis is conducted of studies in the past decade to review what strategies have been effective in empowering women. The analysis revealed that initiatives were targeted towards three areas: Education, health, and financial empowerment.
Findings show that in certain topics women should play an active role to further the empowerment process. This article also aligns with Objective 4 of ...
Identity Politics, State Standards, And On The Ground Realities: A Critical Policy Analysis Of Teaching/Learning Gender/Sexuality In A Virginia Elementary School, 2017 Virginia Commonwealth University
Identity Politics, State Standards, And On The Ground Realities: A Critical Policy Analysis Of Teaching/Learning Gender/Sexuality In A Virginia Elementary School, Stefanie Hudson
Theses and Dissertations
Even though America has seen an increase in the level of acceptance for people who identify as LGBTQ and/or gender non-conforming, certain aspects within society continue to hinder their rights, especially within public education. Specifically, there are insufficiencies regarding content of and attitudes toward including LGBTQ issues in teaching and leadership training programs. Add to that, the deficits in most Family Life Education (FLE) programs in elementary schools as they lack adequate coverage of developmentally appropriate teaching and learning about gender and sexuality. Taken together, it remains questionable whether the needs of LGBTQ and/or gender non-conforming children can ...
Intersectionality: A Critical Qualitative Exploration Of The Experiences Of Lgbtq Persons With Disabilities At The Collegiate Level, 2017 Eastern Michigan University
Intersectionality: A Critical Qualitative Exploration Of The Experiences Of Lgbtq Persons With Disabilities At The Collegiate Level, Amanda Bell
Master's Theses and Doctoral Dissertations
This study sought to contribute to the growing awareness surrounding the barriers, challenges, and needs of LGBTQ persons with disabilities at the collegiate level. The purpose of this research was to capture the lived experiences of LGBTQ persons with disabilities who were enrolled at postsecondary institutions throughout the United States. Currently, only a few studies have focused on these experiences. This critical qualitative study explored the experiences of LGBTQ persons with disabilities in higher education, specifically how their intersectional identities influenced their postsecondary experiences. The experiences of participants emphasized the roles that other people had in both their LGBTQ disabled ...
Guía Curricular De Abriendo Oportunidades: Para Niños De 8 A 12 Años, 2017 Population Council
Guía Curricular De Abriendo Oportunidades: Para Niños De 8 A 12 Años, Population Council
Poverty, Gender, and Youth
El programa Abriendo Oportunidades® en Guatemala tiene diez años de experiencia en el proceso de educación no formal enfocado en niñas y jóvenes indígenas en el área rural del país, especialmente en comunidades que viven en condiciones de exclusión económica y social. La guía curricular se ha enriquecido con las observaciones e insumos obtenidos durante este proceso, para incluir temas relevantes, objetivos centrales, ejercicios y actividades, así como materiales de referencia y apoyo. Por su estructura, es posible adaptar esta guía a diferentes entornos y contextos, manteniendo siempre como esencial el desarrollo de habilidades de liderazgo comunitario, relacionamiento social, de ...
Herramientas Para La Formación Y El Acompañamiento A Mentoras Del Programa Abriendo Oportunidades®, 2017 Population Council
Herramientas Para La Formación Y El Acompañamiento A Mentoras Del Programa Abriendo Oportunidades®, Cecilia Garcés, Alejandra Munguia
Poverty, Gender, and Youth
Este compendio reúne herramientas de utilidad práctica para la implementación del programa Abriendo Oportunidades® del Population Council. Está dirigido a quienes facilitan el proceso de formación docente para mentoras comunitarias, así como a las mentoras monitoras. El mismo contiene dos tipos de herramientas: herramientas para la formación de mentoras comunitarias y herramientas para la implementación de sesiones. El Population Council pone este compendio de herramientas a disposición de quienes están implementando el programa Abriendo Oportunidades® en Guatemala y otros similares en la región, que se enfocan en las necesidades de las niñas y adolescentes.
This compendium collects practical tools for ...
Measuring Gender Equality In Education: Lessons From 43 Countries, 2017 Population Council
Measuring Gender Equality In Education: Lessons From 43 Countries, Stephanie Psaki, Katharine Mccarthy, Barbara Mensch
Poverty, Gender, and Youth
Through the 2015 Sustainable Development Goals (SDG), governments committed to achieving universal secondary school completion, including eliminating gender disparities, by 2030. The period from 1997 to 2014 saw considerable progress in closing gender gaps in school enrollment and attainment in many, but not all, low- and middle-income countries. However, as this research brief explains, claims that gender parity in primary education now exists are premature, especially in the poorest countries and new gender gaps, or gender-related challenges, may emerge as attainment increases. Moreover, the extremely low levels of secondary school enrollment—and even moreso completion—demonstrate that the SDG target ...
School Related Violence, Sanitation Facilities At School, And Menstrual Hygiene Management: What Is The Evidence For Their Effect On School Attendance And Learning, And How Might Population Scientists Advance This Research Agenda?, 2017 Population Council
School Related Violence, Sanitation Facilities At School, And Menstrual Hygiene Management: What Is The Evidence For Their Effect On School Attendance And Learning, And How Might Population Scientists Advance This Research Agenda?, Barbara Mensch
Poverty, Gender, and Youth
No abstract provided.