Published by Scholars' Press, 2014
ISBN 10: 3639718968 ISBN 13: 9783639718966
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Published by Scholars' Press, 2014
ISBN 10: 3639718968 ISBN 13: 9783639718966
Seller: PBShop.store UK, Fairford, GLOS, United Kingdom
PAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
Published by Scholars' Press, 2014
ISBN 10: 3639718968 ISBN 13: 9783639718966
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Published by Scholars' Press, 2014
ISBN 10: 3639718968 ISBN 13: 9783639718966
Seller: Ria Christie Collections, Uxbridge, United Kingdom
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Published by Scholars' Press 2014-07, 2014
ISBN 10: 3639718968 ISBN 13: 9783639718966
Seller: Chiron Media, Wallingford, United Kingdom
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Published by Scholars' Press Jul 2014, 2014
ISBN 10: 3639718968 ISBN 13: 9783639718966
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germany
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.
Published by Scholars\' Press, 2014
ISBN 10: 3639718968 ISBN 13: 9783639718966
Seller: moluna, Greven, Germany
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.
Published by Scholars' Press, 2014
ISBN 10: 3639718968 ISBN 13: 9783639718966
Seller: AHA-BUCH GmbH, Einbeck, Germany
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.