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Understanding Gender Differences on Standardized History Assessments: An Interactive Qualitative Analysis - Softcover
Synopsis
The Texas Education Agency’s Social Studies Texas Assessment of Knowledge and Skills results show an achievement gap between males and females for every criterion from 2003-2007. The Texas results mimic a gender gap reported by College Board Texas AP U.S. history exams and the 2006 National Assessment of Education Programs United States assessment for 8th and 12th graders. Literature and education research outline the background of history education programs, social studies assessment programs, and different theoretical frameworks regarding male and female learning. A Transformative Sequential Mixed Method/Model Design was used for this study. Findings show both female and male students believe the teacher to be in complete control of student learning; whereas administrators and teachers find the teacher to be a recipient of the pressures from the statewide accountability and external influences. Female students are shaped by the influences of their outside life and find the subject matter covered by the social studies irrelevant. Male students feel more personally involved in the history and social studies subject matter and find it important and interesting.
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About the Author
Michelle Ungurait worked as a history teacher, college lecturer, lead history/social studies director for the Texas Education Agency and Tennessee Department of Education and NCHE Board of Trustee member. Concern over gender differences on state mandated assessments required to graduate high school lead her to research its problems and solutions.
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Understanding Gender Differences on Standardized History Assessments
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Scholars' Press Jul 2014, 2014
ISBN 10: 3639718968
ISBN 13: 9783639718966
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Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The Texas Education Agency s Social Studies Texas Assessment of Knowledge and Skills results show an achievement gap between males and females for every criterion from 2003-2007. The Texas results mimic a gender gap reported by College Board Texas AP U.S. history exams and the 2006 National Assessment of Education Programs United States assessment for 8th and 12th graders. Literature and education research outline the background of history education programs, social studies assessment programs, and different theoretical frameworks regarding male and female learning. A Transformative Sequential Mixed Method/Model Design was used for this study. Findings show both female and male students believe the teacher to be in complete control of student learning; whereas administrators and teachers find the teacher to be a recipient of the pressures from the statewide accountability and external influences. Female students are shaped by the influences of their outside life and find the subject matter covered by the social studies irrelevant. Male students feel more personally involved in the history and social studies subject matter and find it important and interesting. 268 pp. Englisch. Seller Inventory # 9783639718966
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Understanding Gender Differences on Standardized History Assessments
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Ungurait Michelle DavidsonMichelle Ungurait worked as a history teacher, college lecturer, lead history/social studies director for the Texas Education Agency and Tennessee Department of Education and NCHE Board of Trustee member. Co. Seller Inventory # 4999840
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Understanding Gender Differences on Standardized History Assessments | An Interactive Qualitative Analysis
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Taschenbuch. Condition: Neu. Understanding Gender Differences on Standardized History Assessments | An Interactive Qualitative Analysis | Michelle Davidson Ungurait | Taschenbuch | 268 S. | Englisch | 2014 | Scholars' Press | EAN 9783639718966 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu. Seller Inventory # 105194680
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Understanding Gender Differences on Standardized History Assessments
Published by
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ISBN 10: 3639718968
ISBN 13: 9783639718966
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Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The Texas Education Agency's Social Studies Texas Assessment of Knowledge and Skills results show an achievement gap between males and females for every criterion from 2003-2007. The Texas results mimic a gender gap reported by College Board Texas AP U.S. history exams and the 2006 National Assessment of Education Programs United States assessment for 8th and 12th graders. Literature and education research outline the background of history education programs, social studies assessment programs, and different theoretical frameworks regarding male and female learning. A Transformative Sequential Mixed Method/Model Design was used for this study. Findings show both female and male students believe the teacher to be in complete control of student learning; whereas administrators and teachers find the teacher to be a recipient of the pressures from the statewide accountability and external influences. Female students are shaped by the influences of their outside life and find the subject matter covered by the social studies irrelevant. Male students feel more personally involved in the history and social studies subject matter and find it important and interesting.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 268 pp. Englisch. Seller Inventory # 9783639718966
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Understanding Gender Differences on Standardized History Assessments : An Interactive Qualitative Analysis
Print on DemandSeller: AHA-BUCH GmbH, Einbeck, Germany
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The Texas Education Agency s Social Studies Texas Assessment of Knowledge and Skills results show an achievement gap between males and females for every criterion from 2003-2007. The Texas results mimic a gender gap reported by College Board Texas AP U.S. history exams and the 2006 National Assessment of Education Programs United States assessment for 8th and 12th graders. Literature and education research outline the background of history education programs, social studies assessment programs, and different theoretical frameworks regarding male and female learning. A Transformative Sequential Mixed Method/Model Design was used for this study. Findings show both female and male students believe the teacher to be in complete control of student learning; whereas administrators and teachers find the teacher to be a recipient of the pressures from the statewide accountability and external influences. Female students are shaped by the influences of their outside life and find the subject matter covered by the social studies irrelevant. Male students feel more personally involved in the history and social studies subject matter and find it important and interesting. Seller Inventory # 9783639718966
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