國立虎尾科技大學 |

Educators for Gender Equity : = Promoting Gender Equity in an International Elementary School.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Educators for Gender Equity :/
Reminder of title:	Promoting Gender Equity in an International Elementary School.
Author:	Mcmahon, Shannon.
Description:	1 online resource (345 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798379744670

Educators for Gender Equity : = Promoting Gender Equity in an International Elementary School.
Mcmahon, Shannon.

Educators for Gender Equity :Promoting Gender Equity in an International Elementary School. - 1 online resource (345 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ed.D.)--East Carolina University, 2023.

Includes bibliographical references

Disparities, bias, and inequities persist between girls and boys as the result of gender inequities in schools (Sadker & Sadker, 1994). In this participatory action research (PAR) project, I investigated how educators and educational leaders promote gender equity in an international elementary school. The project took place in the elementary school at Escola American de Campinas (EAC) where I was the principal at the time of the project. I led the PAR project's co-practitioner research (CPR) group comprising five elementary educators through three cycles of inquiry. At the completion of the inquiry cycles, five themes emerged and were unanimously promoted by the CPR group as the project's findings: (1) gender is a learned construct; (2) girls miss out; (3) storytelling is a critical transformation tool; (4) crossing boundaries strengthens relationships and learning; and (5) the people closest to the issues are best suited to discover solutions. My use of the ecologies of knowing (Guajardo et al., 2016) in the design and implementation of the inquiry cycles and activities informed a progressive, thorough investigation centered on the initial insights derived at the level of self. It was at the level of self that profound connections regarding gender and subsequent learning were experienced and shared by the members of the CPR group. From the level of self, recognition and interaction with gender at the organization and community levels were identified and recommendations created to address gender and gender inequity in the elementary school at EAC. The process of coming to understand at the level of self, then using this knowledge and experience to inform work at organization and community levels is the basis for this PAR project's theory of change to promote gender equity in an international elementary school.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379744670Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Gender equityIndex Terms--Genre/Form:

554714
Electronic books.

Educators for Gender Equity : = Promoting Gender Equity in an International Elementary School.
LDR:03286ntm a22004097 4500 001 1144945
005 20240617111723.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379744670
035 $a (MiAaPQ)AAI30603376
035 $a (MiAaPQ)0600vireo1978Mcmahon
035 $a AAI30603376
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Mcmahon, Shannon. $3 1470132
245 1 0 $a Educators for Gender Equity : $b Promoting Gender Equity in an International Elementary School.
264 0 $c 2023
300 $a 1 online resource (345 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: Dissertations Abstracts International, Volume: 84-12, Section: A.
500 $a Advisor: Militello, Matthew.
502 $a Thesis (Ed.D.)--East Carolina University, 2023.
504 $a Includes bibliographical references
520 $a Disparities, bias, and inequities persist between girls and boys as the result of gender inequities in schools (Sadker & Sadker, 1994). In this participatory action research (PAR) project, I investigated how educators and educational leaders promote gender equity in an international elementary school. The project took place in the elementary school at Escola American de Campinas (EAC) where I was the principal at the time of the project. I led the PAR project's co-practitioner research (CPR) group comprising five elementary educators through three cycles of inquiry. At the completion of the inquiry cycles, five themes emerged and were unanimously promoted by the CPR group as the project's findings: (1) gender is a learned construct; (2) girls miss out; (3) storytelling is a critical transformation tool; (4) crossing boundaries strengthens relationships and learning; and (5) the people closest to the issues are best suited to discover solutions. My use of the ecologies of knowing (Guajardo et al., 2016) in the design and implementation of the inquiry cycles and activities informed a progressive, thorough investigation centered on the initial insights derived at the level of self. It was at the level of self that profound connections regarding gender and subsequent learning were experienced and shared by the members of the CPR group. From the level of self, recognition and interaction with gender at the organization and community levels were identified and recommendations created to address gender and gender inequity in the elementary school at EAC. The process of coming to understand at the level of self, then using this knowledge and experience to inform work at organization and community levels is the basis for this PAR project's theory of change to promote gender equity in an international elementary school.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Elementary education. $3 1148439
650 4 $a Gender studies. $3 1179195
653 $a Gender equity
653 $a Educators
653 $a Ecologies
653 $a Participatory action research
653 $a Critical transformation
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0733
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a East Carolina University. $b Educational Leadership. $3 1470133
773 0 $t Dissertations Abstracts International $g 84-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30603376 $z click for full text (PQDT)