國立虎尾科技大學 |

Classroom Practices that Influence Persistence of Women in STEM : = A Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Classroom Practices that Influence Persistence of Women in STEM :/
Reminder of title:	A Case Study.
Author:	Woodson, Lorie A.
Description:	1 online resource (170 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355909081

Classroom Practices that Influence Persistence of Women in STEM : = A Case Study.
Woodson, Lorie A.

Classroom Practices that Influence Persistence of Women in STEM :A Case Study. - 1 online resource (170 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--University of Hartford, 2018.

Includes bibliographical references

This study explored and described women's perceptions of faculty classroom practices, and whether and how those practices influenced their decisions to persist in science, technology, engineering, and mathematics (STEM) disciplines. Qualitative data were collected via interviews with seven women participants in STEM disciplines at a single University in the Northeastern United States. Data were analyzed using Chickering and Gamson's (1987) seven principles of good practice in undergraduate education to examine participants' reports of their experiences with faculty practices in the classroom, and the results provide a model for explaining the persistence of women in STEM. Overall, the participants in this study revealed that the kind and quality of student-faculty interactions resulting from the pedagogical choices faculty used in the classroom greatly impacted students' perceptions of faculty approachability. The perceived approachability of faculty subsequently impacted participants' out of classroom experiences with both faculty and peers; which had the potential to influence their decisions regarding persistence in STEM disciplines. Recommendations for practice include faculty and institutional emphasis on developing effective classroom teaching practices that promote positive student-faculty interactions in the classroom. Recommendations for future research include exploration of the impact of racial diversity on student-faculty interactions in the classroom for women in STEM disciplines.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355909081Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Classroom Practices that Influence Persistence of Women in STEM : = A Case Study.
LDR:02773ntm a2200349Ki 4500 001 920015
005 20181129115553.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355909081
035 $a (MiAaPQ)AAI10743666
035 $a (MiAaPQ)hartford:10336
035 $a AAI10743666
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Woodson, Lorie A. $3 1194709
245 1 0 $a Classroom Practices that Influence Persistence of Women in STEM : $b A Case Study.
264 0 $c 2018
300 $a 1 online resource (170 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Karla I. Loya.
502 $a Thesis (Ed.D.)--University of Hartford, 2018.
504 $a Includes bibliographical references
520 $a This study explored and described women's perceptions of faculty classroom practices, and whether and how those practices influenced their decisions to persist in science, technology, engineering, and mathematics (STEM) disciplines. Qualitative data were collected via interviews with seven women participants in STEM disciplines at a single University in the Northeastern United States. Data were analyzed using Chickering and Gamson's (1987) seven principles of good practice in undergraduate education to examine participants' reports of their experiences with faculty practices in the classroom, and the results provide a model for explaining the persistence of women in STEM. Overall, the participants in this study revealed that the kind and quality of student-faculty interactions resulting from the pedagogical choices faculty used in the classroom greatly impacted students' perceptions of faculty approachability. The perceived approachability of faculty subsequently impacted participants' out of classroom experiences with both faculty and peers; which had the potential to influence their decisions regarding persistence in STEM disciplines. Recommendations for practice include faculty and institutional emphasis on developing effective classroom teaching practices that promote positive student-faculty interactions in the classroom. Recommendations for future research include exploration of the impact of racial diversity on student-faculty interactions in the classroom for women in STEM disciplines.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Higher education. $3 1148448
650 4 $a Pedagogy. $3 1148703
650 4 $a Women's studies. $3 572871
655 7 $a Electronic books. $2 local $3 554714
690 $a 0745
690 $a 0456
690 $a 0453
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Hartford. $b Educational Leadership. $3 1180068
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10743666 $z click for full text (PQDT)