Gender inclusive practices within the primary classroom

Wight, C 2010, Gender inclusive practices within the primary classroom, Masters by Research, Education, RMIT University.


Document type: Thesis
Collection: Theses

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Title Gender inclusive practices within the primary classroom
Author(s) Wight, C
Year 2010
Abstract The research project is a collaborative, action inquiry, case study that investigates the gendered and inclusive practices of a teacher, exploring gendered language and behaviour that is (or not) utilised within their teaching. The researcher and the participant teacher plan, conduct, observe, reflect and discuss the role of gender in the learning and teaching practices in a grade 3/4 classroom. By asking questions such as: ‘what is a primary teacher’s understanding of gender inclusive practices?’ and ‘how does a teacher’s awareness of gendered teaching, learning and behaviour influence their teaching approach?’ the project investigates gender as a determining factor in teacher behaviour and in children’s learning.

The project was conducted in a Primary School situated in the north-western suburbs of Melbourne. The participant teacher in the project is a female teacher in her 30s who has taught her entire teaching career at the researched school.

The project incorporated a series of focus lessons created collaboratively by the researcher and participant teacher. The focus lessons involved previously planned activities in the teacher’s curriculum but introduced variations that utilised single-sex groupings, humour, and kinaesthetic or linguistic learning styles. Four focus lessons concentrated on reported preferred learning styles of females and a second set of four lessons concentrated on reported preferred learning styles of males. Another eight focus lessons concentrated on inclusive practices that incorporated all students’ needs and abilities into the curriculum with the intention of removing any gender bias, stereotypical behaviour, language or activity.

The project recognises and utilises the importance of the role a teacher plays in influencing students’ understandings of gender through, the learning environments they create, how they interact with their students, the learning styles they incorporate into their teaching, and how they recognise cognitive differences in each child. All of these influencing factors are saturated with gender and this can be varied by decisions made by the teacher.
Degree Masters by Research
Institution RMIT University
School, Department or Centre Education
Keyword(s) gender
inclusive
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Created: Mon, 24 Jan 2011, 11:12:19 EST
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