Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

Using Email Within a Classroom Based on Feminist Pedagogy, References L–P

Arizona State University, West

Publications

Cheris Kramarae

Author(s): Treichler, Paula A.; Kramarae, Cheris
Title: Women's Talk in the Ivory Tower.
Journal: Communication Quarterly; v31 n2 p118 32 Spr 1983
Year: 1983
Abstract:
Reviews research on female and male interaction patterns. Examines classroom interaction in higher education and pedagogical alternatives developed in women's studies programs. Argues that the norm of classroom interaction is more closely aligned with typical male patterns of interaction. (PD)
Document Number: EJ285183

Author(s): Kramarae, Cheris
Title: Women and Men Speaking: Frameworks for Analysis.
Year: 1981
Abstract:
This book discusses the relationship between gender and language use in a framework of social interaction. In so doing, it reports on research concerned with sexism in language, the use of language by women and men, and the evaluations of language use by women and men. Language is considered within four theoretical frameworks in which assumptions about the relations between women and men are made explicit. Abstract theories of social structure are linked to findings on speech and language structure. Among the structural frameworks discussed are: (1) muted group framework, (2) reconstructed psychoanalysis framework, (3) speech styles framework, and (4) strategy framework. Language structure is viewed as a product of social interaction in which the participants (speakers) often have unequal influence and speaking rights. Each framework provides a perspective from which to explain gender-based differences in speech and in its evaluation. (Author/JK)
Document Number: ED202209

Author(s): Kramarae, Cheris
Title: Women and Men Speaking: Frameworks for Analysis.
Year: 1981
Abstract:
This book discusses the relationship between gender and language use in a framework of social interaction. In so doing, it reports on research concerned with sexism in language, the use of language by women and men, and the evaluations of language use by women and men. Language is considered within four theoretical frameworks in which assumptions about the relations between women and men are made explicit. Abstract theories of social structure are linked to findings on speech and language structure. Among the structural frameworks discussed are: (1) muted group framework, (2) reconstructed psychoanalysis framework, (3) speech styles framework, and (4) strategy framework. Language structure is viewed as a product of social interaction in which the participants (speakers) often have unequal influence and speaking rights. Each framework provides a perspective from which to explain gender-based differences in speech and in its evaluation. (Author/JK)
Document Number: ED202209

Patti Lather

Author(s): Lather, Patti
Title: Critical Frames in Educational Research: Feminist and Post-structural Perspectives.
Journal: Theory into Practice; v31 n1 p87 99 Spr 1992
Year: 1992
Abstract:
Explores how qualitative and feminist inquiry are reconfiguring educational research, focusing on methodological issues involved in moving it into the postpositivist era. The article examines contributions of the transdisciplinary movements of feminism and poststructuralism in the development of critical frames in educational research. (SM)
Document Number: EJ452269

Author(s): Scheurich, James Joseph; Lather, Patti
Title: Paradigmatic Compulsions: A Response to Hills's "Issues in Research on Instructional Supervision."
Journal: Journal of Curriculum and Supervision; v7 n1 p26 30 Fall 1991
Year: 1991
Abstract:
Jean Hill's article in the same "Journal of Curriculum and Supervision" issue critiques the interpretivists' alleged ambiguities, contradictions, and uncritically held assumptions, based on the a priori assumptions of his own positivist paradigm. Critical theorists would deplore the exclusion of Marxism, feminism, and race-specific orientations from the instructional supervision debate. (16 references) (MLH)
Document Number: EJ434359

Author(s): Lather, Patti
Title: The Absent Presence: Patriarchy, Capitalism, and the Nature of Teacher Work.
Journal: Teacher Education Quarterly; v14 n2 p25 38 Spr 1987
Year: 1987
Abstract:
Gender, it is asserted, is central to understanding and changing work lives of teachers. To bring gender to the forefront is to empower women teachers and to transform the occupation of public school teaching. A bibliography of books on women, schooling, and capitalism is included. (Author/MT)
Document Number: EJ357454

Author(s): Lather, Patti
Title: Feminist Perspectives on Empowering Research Methodologies.
Year: 1987
Abstract:
Three topics are discussed: (1) the meaning of feminist research; (2) what can be learned about research practices from feminist efforts to create empowering research designs; and (3) how postmodernism presents challenges to feminist empirical work. Feminist research puts the social construction of gender at the center of one's inquiry in order to correct both the invisibility and distortion of female experience in ways relevant to promoting equality. Feminist empirical work is multi-paradigmatic. In practice or praxis-oriented inquiry, the reciprocally educative process is more important than the product. In feminist inquiry, empowering methods, including dialogue and reflexivity, contribute to consciousness-raising and transformative social action. Interviews with 22 students at 3 points during their participation in an introductory women's studies course provided insights on student resistance to the liberatory curriculum. Both reflexivity and critique are desirable skills for students and faculty. As for the implications of postmodernism on feminist work, feminists are not attempting to substitute a different, more secure foundation for our formerly secure foundations of knowledge and understanding. Rather, they aim to produce an awareness of the complexity, contigency, and fragility of historical and cultural thoughts. Thirteen endnotes provide definitions, background, and commentary; an eight-page bibliography is included. (GDC)
Document Number: ED283858

Author(s): Lather, Patti
Title: Issues of Validity in Openly Ideological Research: Between a Rock and a Soft Place.
Journal: Interchange; v17 n4 p63 84 Win 1986
Year: 1986
Abstract:
This article examines feminist research, neo-Marxist critical ethnography, and Freirian "empowering" research in order to reconceptualize validity within the context of openly ideological research. Issues of importance to openly ideological researchers are discussed. (MT)
Document Number: EJ348339

Author(s): Lather, Patti
Title: Research as Praxis.
Journal: Harvard Educational Review; v56 n3 p257 77 Aug 1986
Year: 1986
Abstract:
Explores issues in the developing area of emancipatory research. Defines the concept of "research as praxis," examines it in the context of social science research, and discusses examples of empirical research designed to advance emancipatory knowledge. (Author/CT)
Document Number: EJ342119

Author(s): Lather, Patti
Title: Issues of Data Trustworthiness in Openly Ideological Research.
Year: 1986
Abstract:
This paper focuses on issues of data trustworthiness in praxis-oriented empirical work, research openly committed to the building of a world in which we can all flourish. The central argument is that those exploring the possibilities for a change-enhancing advocacy paradigm for doing empirical research in the human sciences must begin to be more systematic about establishing the trustworthiness of data. There are two assumptions basic to the argument: (1) that we are in a postpositivist period in the human sciences, a period marked by methodological and epistemological ferment, and (2) that explicitly value-based emancipatory research has an important voice to add to that ferment. After an overview of the postpositivist era, the heart of the paper focuses on three issues raised when attempting to articulate empirical accountability in praxis-oriented work: (1) the tension between advocacy and scholarship; (2) the relationship between theory and data; and (3) the criteria which can be brought to bear in judging the quality of research designed not only to understand, but also to change the maldistribution of power and resources which underlies our society. A five-page bibliography concludes the document. (LMO)
Document Number: ED278686

Author(s): Lather, Patti
Title: Empowering Research Methodologies.
Year: 1985
Abstract:
Neo-marxist theory provides a better tool for educational researchers than other research methodologies because of its focus on empowering the dispossessed and its interest in the relationships between human activity and material circumstances. Traditional educational research is rooted in the positivist tradition and claims to be value neutral but the neutrality and objectivity it claims acts as a mask to cover the fact that such research serves the interests of the privileged. Neo-marxist critical theory, in contrast, considers the relationship of the curriculum to the larger society and the structural reasons behind the exclusion of certain areas from the curriculum. From this perspective, curriculum is at the center of the power struggle over what should be taught; what is excluded from the curriculum is as important as what is included. By clarifying the role of the curriculum, it is also possible for people to use this knowledge to assert control over its content and thus over the schools and their own lives. An eight-page bibliography of educational research in this area and a definition of neo-marxism are also included. (IS)
Document Number: ED257727

Author(s): Lather, Patti
Title: Women's Studies as Counter-Hegemonic Work: The Case of Teacher Education.
Year: 1984
Abstract:
The intent of women's studies, the academic arm of the women's movement, is to create critical space where the debate over power and the production of knowledge can occur through the argument that the exclusion of women from the knowledge base brings into question that which has passed for wisdom. A survey was designed to provide a descriptive base for feminist curricular change efforts in teacher education, as well as to probe five areas regarding the political context within which feminist teacher educators are working: the visibility of sex equity as a curricular issue, administrative and peer response, student response, accreditation and certification standards, and the relationship of feminist teacher educators and women's studies. Survey data from teacher educators were triangulated with sex equity concerns, women's studies program directors, a textual analysis of course syllabi, and interview data to explore the counter-hegemonic possibilities and practices in teacher education. Noteworthy practices of top-ranked teacher education syllabi are outlined, and the experiences of feminist teacher educators are discussed and analyzed. A guide to current courses on gender in schools of education is appended. (JD)
Document Number: ED246036

Author(s): Lather, Patti
Title: Reeducating Educators: Sex Equity in Teacher Education.
Journal: Educational Horizons; v60 n1 p36 40 Fall 1981
Year: 1981
Abstract:
Argues that consciousness-raising among teacher educators is critical to promoting sex equity in the schools. Discusses curricular materials and inservice training issues. Part of a theme issue: "Views of Women in Education: Past, Present, and Future." (SJL)
Document Number: EJ253277

Patrice LeBlanc

Author(s): LeBlanc, Patrice R.
Title: The Process of Planning for Educational Change.
Year: 1988
Abstract:
Two sections comprise this essay describing the process of planning for educational change. The first section defines values, goals, and operating procedures. These factors combine to facilitate educational change. The second section identifies the three phases of educational planning. Needs assessment, management techniques, and evaluation procedures require the processing of data to address organizational problems and to carry out the appropriate change. Descriptions of the concept of environmental issues as well as the cyclical nature of the planning process clarify educational change practices. (JAM)
Document Number: ED300925

Author(s): LeBlanc, Patrice R.; Zide, Michele Moran
Title: Peer Coaching in Collaborative Programs: From Theory to Practice.
Year: 1987
Abstract:
Peer coaching has been identified as a methodology for increasing teacher effectiveness. This paper discusses the topic of peer coaching in three parts. First, a review of current literature on peer coaching defines the types of peer coaching and discusses their multiple benefits. The second section considers the factors influencing successful implementation of peer coaching programs. The final section of the paper shows the role of peer coaching in three, long term, staff development programs conducted by the authors. A matrix of the programs and an accompanying checklist identify the key factors in program design and implementation, thereby providing data for potential replication of the peer coaching methodology. (Author)
Document Number: ED290726

Author(s): LeBlanc, Patrice; Zide, Michele Moran
Title: A Collaborative Computer Technology Project.
Year: 1986
Abstract:
The Computer Technology Project is a collaborative inservice/staff development project with a major goal of familiarizing school administrators, staff, and students with computers and their applications. The participating systems are Fitchburg State College, the Shirley Public School System, and the Lunenburg Public School System. The five-phase program extends over a three-year period and is funded by the Massachusetts Board of Regents of Higher Education. Year one, Phases I and II, involved the administration of pre- and posttests to all staff members in order to measure their knowledge, skills, and attitudes toward computers. Based on the analysis of pre-assessment data, levels of training were determined and implemented. Year two, Phases III and IV, involved implementing the project developed in the first year, including a basic computer literacy program for all students. The goal of the third year, Phase V, is the refinement of the computer management system and the expansion of software resources to meet the needs of low incidence groups. These groups include special education students in the mainstream and in the resource room, students identified as talented and gifted, and students from minority and multi-ethnic backgrounds. The document concludes with pre-posttest assessment forms for the first two years of the program. (Author/CB)
Document Number: ED268115

Author(s): Zide, Michele Moran; LeBlanc, Patrice
Title: A Staff Development Program: Behavior Management Issues in Mainstreaming.
Year: 1984
Abstract:
A training program, for first through eighth grade teachers, was developed to increase their knowledge, skill, and application of behavior management techniques to use with regular and special education students. The program was designed to maximize teacher dialogue in a supportive climate to increase participants' understanding of the complexity of the professional relationships involved in successful behavior management. A model was created which required ongoing input, dialogue, peer coaching, and observation related to the implementation of behavior management strategies. Instructional materials were selected to stimulate critical analysis of strategies. This approach resulted in the identification of techniques matching the teachers' styles. Lecture and activity sessions provided: a conceptual understanding of behavior management systems; techniques for describing, defining, and monitoring behavior; responses to specific problems and strategies for dealing with them; and, teacher self-assessment and observational strategies for evaluating implemented techniques. Teachers learned to observe and coach each other, providing one another with information relative to the specific behavior management strategy being employed. A post-program evaluation form used by participants is appended with an item analysis of results. (JD)
Document Number: ED248220

J. Lemke

Author(s): Lemke, J. L.
Title: Emergent Agendas in Collaborative Activity.
Year: 1995
Abstract:
This paper discusses a cognitive model of how action agendas and goals emerge through the dynamics of self-organization in collaborative activities. While machines are designed to perform a function, or goal, humans are self-organizing systems that set their own goals and produce order without having external order imposed on them, or, more precisely, they participate in ever larger self-organizing supersystems in which there are always new, emergent goals at each stage. As actions occur, they change the possibilities for further action, and goals change along the way. An example of this process is offered: grade 4-5 students in a science class were videotaped as they attempted to build a tower out of plastic soda straws and pins. There was no "problem" to be solved, only the "vagueness" of the activity; no agenda of problem solving, until a problem was created by the joint "actions" of the participants, including the inanimate objects. Though at the outset the problem is vague, "build a tower," problems and goals become more specific as the activity progresses into the specific activities of construction. In principle, the course of collaborative activity is not predictable; at each moment the probabilities for various subsequent happenings can be imagined or estimated. But as they happen and create the conditions of possibilities and likelihood for what follows, in turn, new orders or agendas, are created in the developing system. The paper concludes that consideration of emergent agendas in collaborative activity may prove fruitful of new and useful analyses. Transcripts of the video tape segments are attached. (Contains 15 references.) (ND)
Document Number: ED386425

Author(s): Lemke, J. L.
Title: Talking Towers, Making Withs.
Year: 1995
Abstract:
The notion of a linguistic "register" is useful in posing questions about how the ways language is used differ from one kind of human activity to another. This paper analyzes a videotaped segment of male grade 4/5 students (n=3) who are talking as they work to build a tower from plastic drinking straws and pins. Discussion of the analysis includes: language in group activity, thematic and social interaction, non-verbal dimension, and problem solving: semiotics and situated cognition. Appendices include an analytical transcript and actual transcript. Contains 28 references. (MKR)
Document Number: ED384513

Author(s): Lemke, J. L.
Title: Genre as a Strategic Resource.
Year: 1994
Abstract:
The goal of genre theory is to construct useful similarities between different texts. It is the meaning-making practices of a community, and particularly its system of intertextuality that determine which possible similarities will count as significant. Whether educators approach genre as a rule or a resource is a moral choice. Rules restrict, determine, and prescribe. Resources empower. What distinguishes a rule from a resource is that a rule is given to the user, not to be altered by him or her, whereas a resource comes under the power of the user. In this sense, the study of genre does not restrict so much as it empowers. Communication and database interfaces, program conventions, e-mail genres, bulletin board genres, multi-user domains, hypertext navigation, hypermedia authoring--it is not too soon for educators to start thinking about the multimedia genres of these new communications media. They must identify and analyze the essential skills of multimedia literacy. They must also give some thought to the problem of the narrative. Narrative is not a genre in itself, as it is far too general; it could be more accurately described as a discourse strategy. Finally, genre studies raise interesting alternatives between genre-based literacy instruction (popular in Australia) and whole language instruction. While the former is more analytical and less intuitive, the latter is more creative and less critical. (Contains 35 references.) (TB)
Document Number: ED377515

Author(s): Lemke, J. L.
Title: Intertextuality and Educational Research.
Journal: Linguistics and Education; v4 n3 4 p257 67 1992
Year: 1992
Abstract:
Describes and categorizes patterns we construct between texts of different kinds (patterns of intertextuality). Whether the principles of intertextuality can be applied to other sorts of semiotic "texts" such as computer graphics and hypermedia is raised as a crucial question for the future of educational research. (Contains 48 references.) (JP)
Document Number: EJ476000

Author(s): Lemke, J. L.
Title: Multiplying Meaning: Literacy in a Multimedia World. Draft.
Year: 1993
Abstract:
As material objects, texts are as much the product of visual semiotic codes as of linguistic ones. And throughout history, verbal texts have been combined with nonverbal, visual modes of presenting information, taking a stance toward information and readers, and organizing parts into wholes. The major challenge to creating multimodal texts in the near future will be a lack of multimedial literacy. A more fundamental understanding of existing cultural conventions in communities for combining verbal and nonverbal elements in multimedial texts is needed. To understand how meaning is made simultaneously in several semiotic modalities, common features of all semiotic systems must be identified, i.e., the presentational, the orientational, and the organizational features. Scientific and technical texts have long preserved a tradition of incorporating nonverbal visual-graphic elements as integral and normal parts of their genres. What it means to "read" a text of this kind depends on the literacy practice involved; that is, on the cultural activity as part of which meaning is being made with this text. (Contains 31 references.) (NH)
Document Number: ED365940

Author(s): Lemke, J. L.
Title: The Missing Context in Science Education: Science.
Year: 1993
Abstract:
Most conventional school science curricula and the teaching practices that implement them offer students no firsthand contact with working science. This paper seeks to answer the following questions: (1) How can "school science" claim to offer a basis for education in or about science at all? (2) What is the status of this claim in relation to contemporary scholarship about the nature of science and to reasonable alternative approaches to science education? (PR)
Document Number: ED363511

Author(s): Lemke, J. L.
Title: Education, Cyberspace, and Change [Serial Article Online].
Journal: Electronic Journal on Virtual Culture; v1 n1 Mar 1993
Year: 1993
Abstract:
This article was originally written on the internet in Australia to provide a starting point for discussions of new perspectives on education made possible by advanced technologies. Ecosocial changes in the practices and institutions called education are discussed in the context of changes in the practices and institutions called information technologies. The fundamental assumptions of academic education are incompatible with the present, much less the future, needs of postmodern society; and schooling is not likely to continue as the dominant form of education. By the end of the next century, scholarly work will be incomplete if it consists of written text alone. It will diverge to multimedia hypertext and then to virtual realities in cyberspace. Libraries will exist in cyberspace, and they will contain all electronically stored information that is publicly accessible. The research questions of the future will increasingly be about how people will educate themselves in cyberspace. Educational theory will deal with a multitude of new issues concerning teacher and student roles. The potential roles of cyborgs and ecocybersystems are discussed with regard to virtual reality. In cyberspace, we will be able to see virtual reality worlds, and children will have experiences that will not lead them along the cultural paths of the past. We must begin to work our way toward these developments in education of the future. (Contains 29 references.) (SLD)
Document Number: ED356767

Author(s): Lemke, J. L.
Title: Science, Semantics, and Social Change.
Year: 1991
Abstract:
Social semiotics suggests that social and cultural formations, including the language and practice of science and the ways in which new generations and communities advance them, develop as an integral part of the evolution of social ecosystems. Some recent models of complex dynamic systems in physics, chemistry, and biology focus more on the process of a system (individual development, species evolution, ecological succession) than on the product. Ecological succession can be seen as an alternative to development as a basis for models of social learning in science. While a developmental model assumes that development occurs the same way each time, ignoring individuation, a successional model looks at how complexes of interdependent species (whole animal and plant communities) develop over time in interaction with each other and with the physical environment. Successional models have a mosaic character, with subgroups in the ecosystem following the same processes at somewhat different rates. A new idea entering this ecosystem may flourish or not, depending on the conditions and processes within the ecosystem, and may change the environment for future ideas. While traditional models of science education emphasize mastery of a curriculum, the successional model promotes true intellectual development as a dynamic, evolutionary process. Contains 46 references. (MSE)
Document Number: ED334828

Author(s): Lemke, J. L.
Title: Making Text Talk.
Journal: Theory into Practice; v28 n2 p136 41 Spr 1989
Year: 1989
Abstract:
Teachers and students must build semantic connections between words of the text and already familiar ways of speaking, integrating the formal language of the subject into their own ways of speaking. This article demonstrates how classroom dialogue can help make textbook language part of the language of the students. (IAH)
Document Number: EJ415813

Author(s): Lemke, J. L.
Title: Talking Science: Content, Conflict, and Semantics.
Year: 1987
Abstract:
One of the greatest obstacles to mastery of science and other analytical genres in school is excessive curricular emphasis on reading and hearing those genres without practice at speaking and writing them. In science, the curriculum tends to insure that only students with privileged social and linguistic backgrounds master the genre structures through which the thematic-semantic content of the subject is taught. Value conflicts between social groups and between technical elites and lay communities underlie the resistance of many students to mastering academic modes of discourse. To equalize educational opportunity between social groups, genre structures, content, and thematic formations should be explicitly analyzed and taught in each academic discipline. (Author/MSE)
Document Number: ED282402

Author(s): Lemke, J. L.
Title: Talking Physics.
Journal: Physics Education; v17 n6 p263 7 Nov 1982
Year: 1982
Abstract:
Discusses the uses of talk in science classrooms in general and physics classrooms in particular. Presents examples from three physics lessons illustrating the issues raised, focusing on the use of thematic systems of science--ways of talking about particular phenomena. (Author/JN)
Document Number: EJ273223

Author(s): Lemke, J. L.
Title: Classroom Communication of Science. Final Report.
Year: 1982
Abstract:
This project analyzed the regular patterns of social interaction in science classrooms and the verbal and non-verbal strategies by which the science content of lessons is communicated. Based on observation and recording of 60 lessons by 20 teachers in 3 schools and a university, the project identified: (1) the principal science classroom situation types and the rules of behavior by teachers and students in each of them; (2) principal strategies by which the system of scientific meanings being taught is expressed in the classroom dialogue; (3) the rules observed by teacher and students concerning what is a "proper" way to talk science; and (4) the relations between teachers' observing or breaking those rules and the likelihood of students showing attentiveness to the lesson. Results indicate that: (1) students are three to four times as likely to be especially attentive when rules are broken by the teacher as when they are being followed; (2) most of the time the scientific meanings being taught are expressed implicitly, not explicitly in the classroom dialogue; and (3) social beliefs about science and learning artificially limit classroom dialogue in ways which make it more difficult for most students to learn science. (Author/JN)
Document Number: ED222346

Author(s): Lemke, J. L.
Title: Teaching Twentieth-Century Science
Journal: Journal of College Science Teaching; v4 n1p16 8 1974
Year: 1974
Abstract:
Considers the question: Can fundamental modern concepts of special relativity and quantum mechanics be taught to students with minimal preparation in science and mathematics in anything other than oversimplified terms? (PEB)
Document Number: EJ104831

Frances Maher

Author(s): Maher, Frances; Tetreault, Mary Kay Thompson
Title: Inside Feminist Classrooms: An Ethnographic Approach.
Journal: New Directions for Teaching and Learning; No. 49 (Teaching for Diversity) p57 74 Spr 1992
Year: 1992
Abstract:
Feminist teaching practices, by questioning traditional epistemology and distribution of power, offer special advantages in the culturally diverse classroom, where the valuing of different perspectives is essential. A study of two feminist teachers demonstrates how they attempt to create new kinds of classroom cultures through mastery, voice, authority, and positionality. (Author/MSE)
Document Number: EJ443234

Author(s): Maher, Frances A.
Title: Toward a Richer Theory of Feminist Pedagogy: A Comparison of "Liberation" and "Gender" Models for Teaching and Learning.
Journal: Journal of Education; v169 n3 p91 100 Fall 1987
Year: 1987
Abstract:
Neither liberation pedagogy nor feminist theories of women's development, taken by themselves, is adequate to produce a feminist pedagogy that fully challenges the androcentric universals of conventional teaching practices. By synthesizing the two approaches, however, feminist pedagogy can be developed in a way that will influence contemporary education. (Author/BJV)
Document Number: EJ375758

Author(s): Maher, Frances A.
Title: Inquiry Teaching and Feminist Pedagogy.
Journal: Social Education; v51 n3 p186 8, 190 2 Mar 1987
Year: 1987
Abstract:
Compares inquiry teaching practices with the more recent classroom approaches generated by scholarship on women and feminist theory. Develops the concept of feminist pedagogy and illustrates its practice in a unit on western settlement from a United States history course. (JDH)
Document Number: EJ349979

Author(s): Maher, Frances A.; Rathbone, Charles H.
Title: Teacher Education and Feminist Theory: Some Implications for Practice.
Journal: American Journal of Education; v94 n2 p214 35 Feb 1986
Year: 1986
Abstract:
Argues that recent research on women challenges long-held generalizations that are taught to future teachers. Examines the implications of feminist research and theory for teacher education, focusing on: foundations of education, educational psychology, and curriculum and methods courses. Proposes various changes to correct for current imbalances. (KH)
Document Number: EJ332525

Author(s): Maher, Frances; Dunn, Kathleen
Title: The Practice of Feminist Teaching: A Case Study of Interactions among Curriculum, Pedagogy, and Female Cognitive Development. Working Paper No. 144.
Year: 1984
Abstract:
A study sought to analyze the relationships among the content and pedagogy of introductory education courses at two women's colleges, and the students' self-awareness, views of knowledge, and sense of themselves as women. One of the courses, "Schooling in America," was offered by a liberal arts college concerned with equal career opportunities for women, while the course, "Schools in an Era of Change," was offered by a college that focused on preparing women for careers within the context of a liberal education. A case study method, including interviews, observations, and document analysis, was used to examine the three-way interaction among course content, course pedagogy, and student cognitive level. Results and comparisons of results between the two courses are discussed in terms of several stages of cognitive processing: (1) male and conpensatory scholarship, dualism, and the lecture-discussion mode; (2) bifocal scholarship, multiplism, and the discussion mode; and (3) multifocal scholarship, contextualism, and the inductive/interactive mode. (CB)
Document Number: ED286880

Frances Morse

Author(s): Morse, Frances K.; Daiute, Colette
Title: I LIKE Computers versus I LIKERT Computers: Rethinking Methods for Assessing the Gender Gap in Computing.
Year: 1992
Abstract:
There is a burgeoning body of research on gender differences in computing attitudes and behaviors. After a decade of experience, researchers from both inside and outside the field of educational computing research are raising methodological and conceptual issues which suggest that perhaps researchers have shortchanged girls and women in documenting the computer gender gap. A need is identified for more research on computing activities which are not related to mathematics or programming and which look at what women and girls do like about computers. A multi-week observational study of gender-sensitive computer attitudes in a gender-sensitive context was conducted in a suburban high school in Massachusetts during the spring of 1990, using the Personal Media Studio, Macintosh HyperCard-based multimedia writing software. This study involved 42 adolescents (25 females, 17 males), in two low-middle ability sophomore English classes. Ranging in age from 14-17, the students were racially and ethnically diverse. The results showed that females expressed positive, enthusiastic, and confident feelings about computers, and it was concluded that Likert scale computer attitude surveys are an example of the mismeasure of women. This report reviews the literature on gender differences in computing attitudes and behaviors and examines the research results in terms of: (1) methodological issues; (2) measurement instrument formats; (3) controversies regarding attitude research; (4) feminist challenges; (5) underlying assumptions about the computer; and (6) insufficient contextual details. Seven tables display the data and an extensive bibliography is provided. (ALF)
Document Number: ED349939

Seymour Papert

Author(s): Turkle, Sherry; Papert, Seymour
Title: Styles and Voices.
Journal: For the Learning of Mathematics; v13 n1 p49 52 Feb 1993
Year: 1993
Abstract:
Case studies of elementary school and college students are used to examine the different styles of approach taken to computer programing. Introduces the term "bricoleur" to describe programers who do not take a structured approach to programing. Discusses gender differences among programers. (MDH)
Document Number: EJ467698

Author(s): Papert, Seymour
Title: The Children's Machine: Rethinking School in the Age of the Computer.
Year: 1993
Abstract:
Seymour Papert, who holds the Lego Chair for Learning Research at the Massachusetts Institute of Technology, looks back over a decade during which American schools acquired more than three million computers and assesses progress and resistance to progress. Stories about visionary teachers who have used computers to enrich learning provide a glimpse of this potential, but school as an institution has resisted. Technology should not be an add-on to a preconceived system of education. The book is particularly critical of the schools' way of isolating the computer in a separate room where computer literacy becomes just another subject or using computer-aided instruction as a new technology for teaching the same old curriculum. In the proposed vision, the computer will be as much part of all learning as the pencil and the book have been in the past. With the new computer-based media, children will master areas of knowledge that are now inaccessible. Self-directed work will allow an unprecedented diversity of learning styles and opportunity for students to learn to take charge of their own learning. (Contains 16 references.) (KRN)
Document Number: ED364201

Author(s): Turkle, Sherry; Papert, Seymour
Title: Epistemological Pluralism and the Revaluation of the Concrete.
Journal: Journal of Mathematical Behavior; v11 n1 p3 33 Mar 1992
Year: 1992
Abstract:
Argues that computers are a medium through which different styles of scientific thought can be observed. Presents cases of women whose learning styles differ from the way that programing and problem solving in computer-related activities are taught. Concludes that technological developments involving object-oriented programing have created an opening for epistemological pluralism. (MDH)
Document Number: EJ450644

Author(s): Turkle, Sherry; Papert, Seymour
Title: Epistemological Pluralism: Styles and Voices within the Computer Culture.
Journal: Signs: Journal of Women in Culture and Society; v16 n1 p128 57 Fall 1990
Year: 1990
Abstract:
Recent technological developments in interfaces, programing philosophy, and artificial intelligence may invite the participation of women programers, who find a concrete, intuitive, and informal style of programing more congenial than the hierarchical, rule-driven style heretofore pervasive in computer culture. (DM)
Document Number: EJ419390

Author(s): Harel, Idit; Papert, Seymour
Title: Software Design as a Learning Environment.
Journal: Interactive Learning Environments; v1 n1 p1 32 Mar 1990
Year: 1990
Abstract:
Describes the Instructional Software Design Project conducted in a LOGO-based learning environment in a Boston inner-city public school with fourth graders engaged in the design and production of educational software to teach fractions. Constructionist views of computers in education are discussed, and learning processes are examined. (Contains 58 references.) (LRW)
Document Number: EJ479849

Author(s): Franz, George; Papert, Seymour
Title: Computer as Material: Messing about with Time.
Journal: Teachers College Record; v89 n3 p408 17 Spr 1988
Year: 1988
Abstract:
The computer, still a novel device in classrooms, may be incorporated as another learning tool. One method to accomplish this gave students the opportunity to build a clock using materials such as sand, water, or a computer. Additional projects are suggested. (JL)
Document Number: EJ374322

Author(s): Papert, Seymour
Title: Different Visions of Logo.
Journal: Classroom Computer Learning; v7 n3 p46 9 Nov Dec 1986
Year: 1986
Abstract:
Reviews the various ways in which LOGO has been used by teachers both correctly and inappropriately. Discusses the status of and future direction of LOGO in classroom instruction. Provides a summary of the third annual LOGO Conference. (ML)
Document Number: EJ346108

Author(s): Papert, Seymour
Title: "Just a Computer."
Journal: Principal; v66 n2 p49 50 Nov 1986
Year: 1986
Abstract:
The coauthor and developer of Logo (a computer programming language for children) describes (1) the changes in his responses to debates about computers in education, (2) some of the uses of the new LogoWriter in the classroom, and (3) how one fifth-grade class used LogoWriter in a biology unit. (IW)
Document Number: EJ343760

Author(s): Papert, Seymour; Reinhold, Fran
Title: New Views on Logo and [An Interview with Seymour Papert].
Journal: Electronic Learning; v5 n7 p33 6, 63 Apr 1986
Year: 1986
Abstract:
Logo creator Seymour Papert discusses ways Logo can be improved to accommodate different learning styles and strengthen word processing and list processing capabilities. In an interview, Papert discusses computers' influences on learning, Logo's underlying concepts, teacher use of Logo, Logo's discovery learning approach, and development of Logo teacher training materials. (MBR)
Document Number: EJ341652

Author(s): Papert, Seymour
Title: The Next Step: LogoWriter.
Journal: Classroom Computer Learning; v6 n7 p38 40 Apr 1986
Year: 1986
Abstract:
Describes features and uses of LogoWriter, a revised and expanded version of Logo. With LogoWriter, a student can not only command the turtle to draw pictures but also (because of a built-in word processor) can add text to the screen. (JN)
Document Number: EJ336535

Ruth Perry

Author(s): Perry, Ruth; Greber, Lisa
Title: Women and Computers: An Introduction
Journal: Signs: Journal of Women in Culture and Society; v16 n1 p74 101 Fall 1990
Year: 1990
Abstract:
Discusses women's central role in the development of the computer and their present day peripheral position, a progression paralleled in the fields of botany, medical care, and obstetrics. Affirms the importance of computer education to women. (DM)
Document Number: EJ419389

Copyright © 1996, ISTE (International Society for Technology in Education). All rights reserved.