Team Members: Barbara Castilla, Jordan Kravitz, Ceil Scanlan, Lynsey Wollin-Casey
Community: Dublin-Dallas Year 1, 2010-2011
This project is an examination of the impact that gender has on how success is perceived by students, faculty and administration in the classroom and in co-curricular activities. Through the use of Web 2.0 tools, we hope to gather data, provide access to a range of research and new ideas, create opportunities for discussion and examine curricula and pedagogical practices. Our goal is to prepare the ground to allow for any necessary shift in these areas in order to promote gender equity.
- Problem, Issue, or Possibility
- Objectives and Assessment
- Implementation Plan
- Evaluation and Results
- Gather NSCDS statistics about overall school success and standardized testing.
- Analyze NSCDS statistics about overall student success and standardized testing through the lens of gender. Note significant statistical variation among genders.
- Collect data that demonstrates how gender roles play out in the school community such as: class leaders; student council representatives; club leaders; graduation speaker
- Distribute online climate survey to students during advisory period.
- Analyze climate survey responses through the lens of gender. Note significant statistical variations among genders.
- Have students in English and language classes create Web 2.0 personal narratives that testify to their phenomenological experiences of inhabiting a gendered world and community.
- Have faculty and administrators during an in-service day create Web 2.0 personal narratives that testify to their phenomenological experiences of inhabiting a gendered world and community.
- Analyze Web 2.0 personal narratives and tease out common threads. Note significant variations in contents and forms of Web 2.0 personal narratives.
- On Diversity Day, showcase a range of student, faculty, and administrator Web 2.0 personal narratives at an all-school gathering. Have follow-up conversations at community gathering or in advisories.
- Create various forums for student discussions about gender dynamics at NSCDS – Create an NSCDS blog about gender relations.
- Create two focus groups by gender of students across grades to discuss key aspects generated by surveys and data and film them.
- Conduct classroom observations (in person and using Flip cameras) of student and teacher behavior and interaction and record observations on a checklist. Discuss them using the Critical Friends Model.
- Use asynchronous and synchronous Web 2.0 tools (ning, google sites, or a blog-perhaps linked to the NSCDS Dublin group blog) to create a space where faculty can share articles, post questions, share ideas and observations regarding gender bias and gender equity and the impact they have on learning, academic success, self-esteem, opportunities and career choices.
- Create various forums for administrator discussions about gender dynamics at NSCDS. Create an NSCDS blog about gender relations.
- Distribute and analyze the climate surveys every two years to look for change.
- Continue to monitor academic and co-curricular data over time
Survey for faculty, general results
Survey for students – climate Blog
About Action Research Projects
Action research is a process in which Powerful Learning Team members collaboratively examine their own educational practice systematically and carefully. Action research is:
- Disciplined inquiry into a problem or possibility within the school or classroom
- Collaborative and usually takes place in a community of practice
- Meaningful, positive, and reflective
- Data-driven, action-based, improvement-focused
Latest posts by Powerful Learning Practice (see all)
- Let’s Move Past Feeling Disconnected from Your Students? Words Matter - October 24, 2020
- Connected Educators are Dedicated to Ongoing Development of Expertise - October 15, 2020
- Free book: Connected From the Start: Global Learning in the Primary Grades - October 14, 2020