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    Final Research Presentation

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    The document examines differences in the level of questions asked of each gender in classroom settings. The results show that males received higher-level questions more frequently than females based on Costa's levels of questions. Specifically, males received 62% of level 1 questions, 45% of level 2, and 63% of level 3, while females received 38%, 55%, and 37% respectively. The document recommends establishing schoolwide and classroom strategies to promote equity, such as an AVID leadership team, awareness training, and classroom management techniques. It also discusses the importance of school leaders using data to drive solutions and act as agents of change.

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    Final Research Presentation

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    36 views6 pages
    The document examines differences in the level of questions asked of each gender in classroom settings. The results show that males received higher-level questions more frequently than females based on Costa's levels of questions. Specifically, males received 62% of level 1 questions, 45% of level 2, and 63% of level 3, while females received 38%, 55%, and 37% respectively. The document recommends establishing schoolwide and classroom strategies to promote equity, such as an AVID leadership team, awareness training, and classroom management techniques. It also discusses the importance of school leaders using data to drive solutions and act as agents of change.

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    The document examines differences in the level of questions asked of each gender in classroom settings. The results show that males received higher-level questions more frequently than females based on Costa's levels of questions. Specifically, males received 62% of level 1 questions, 45% of level 2, and 63% of level 3, while females received 38%, 55%, and 37% respectively. The document recommends establishing schoolwide and classroom strategies to promote equity, such as an AVID leadership team, awareness training, and classroom management techniques. It also discusses the importance of school leaders using data to drive solutions and act as agents of change.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pptx, pdf, or txt
    36 views6 pages

    Final Research Presentation

    Uploaded by

    api-320173419
    The document examines differences in the level of questions asked of each gender in classroom settings. The results show that males received higher-level questions more frequently than females based on Costa's levels of questions. Specifically, males received 62% of level 1 questions, 45% of level 2, and 63% of level 3, while females received 38%, 55%, and 37% respectively. The document recommends establishing schoolwide and classroom strategies to promote equity, such as an AVID leadership team, awareness training, and classroom management techniques. It also discusses the importance of school leaders using data to drive solutions and act as agents of change.

    Copyright:

    © All Rights Reserved
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    of 6

    Tammy Gingerich

    Field Based Research


    EDLD 682-82

    Background
    What is the difference of rigor in
    questions being asked (Costas
    level of Questions) of each
    gender?

    APA References
    Borg,E. (2014). Classroom behaviour and academic achievement: how classroom behaviour categories relate to gender and academic
    performance. British Journal of Sociology of Education, 36(8), 1127-1148. doi:10.1080/01425692.2014.916601
    Deshmukh Towery,I. (2007). Fostering gender equity in schools through reflective professional development: a critical analysis of teacher
    perspectives. Penn GSE Perspectives on Urban Education, 5(1), 1-25. http:www.urbanedjournal.org

    Klein,S.S., Ortman,P.E., Campbell,P., Greenberg,S., Hollingsworth,S., Jacobs,J., Wiggins,J. (1994). Continuing the Journey toward
    Gender Equity.
    Educational Researcher, 23(8), 13. doi:10.2307/1176858

    Legewie,J., & DiPrete,T.A. (2012). School Context and the Gender Gap in Educational Achievement. American Sociological Review, 77(3),
    463-485. doi: 10.1177/0003122412440802
    Lundberg,M. (n.d.). You guys are overreacting:teaching prospective teachers about subtle gender bias. Journal of Teacher Education,
    48(1). Retrieved from
    https://www.questia.com/library/journal/1G1-19279162/you-guys-are-overreacting-teaching-prospectiveteachers
    Marshall,C.S., & Reinhartz,J. (1997). Gender Issues in the Classroom. The Clearing House: A Journal of Educational Strategies, Issues and
    Ideas, 70(6), 333-337. doi:10.1080/00098655.1997.10543538
    Ozuem,W., & Lancaster,G. (2015). Questioning: a path to student learning experience. Education + Training, 57(5), 474-491.
    doi:10.1108/et-04-2014-0039
    Sadker,D. (2000). Gender Equity: Still Knocking at the Classroom Door. Equity & Excellence in Education, 33(1), 80-83.
    doi:10.1080/1066568000330112
    Vantieghem,W., Vermeersch,H., & Van Houtte,M. (2014). Why Gender disappeared from the gender gap: (re-)introducing gender
    identity theory to
    educational gender gap research. Social Psychology of Education, 17(3), 357-381. doi:10.1007/s11218-014-9248-8
    Younger,M., Warrington,M., & Williams,J. (1999). The Gender Gap and Classroom Interactions: Reality and rhetoric? British Journal of
    Sociology of Education, 20(3), 325-341. doi:10.1080/01425699995290
    Zetriuslita,H., Ariawan,R., & Nufus,H. (2016). Students critical thinking ability: description based on academic level and gender. Journal
    of Education and
    Practices, 7(12). http://files.eric.ed.gov/fulltext/EJ1099476.pdf

    Results
    mean female

    mean males

    10

    12

    14

    Mean

    SD

    T-test

    Males

    10.8

    3.11

    .495

    Females

    9.5

    5.02

    Males

    Percent
    Asked

    Females

    Percent
    Asked

    Level 1

    62%

    Level 1

    38%

    Level 2

    45%

    Level 2

    55%

    Level 3

    63%

    Level 3

    37%

    Recommendations
    Schoolwide
    AVID Leadership Team
    Equity Team
    Classroom
    Awareness
    Acknowledgement
    Classroom Management Strategies
    How do we as leaders strive for being change agents
    in our buildings?

    Data Wonk
    Ted Ihns: Principal in IGH
    Competencies
    Leadership
    Instructional Management
    What I learned:
    Learning about what to do with data
    Solutions
    How to be a LEADER

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