Keywords

Social studies, women's history, gender, history education, history, qualitative research

Abstract

The author examined the motivation for why, and methods of how, some secondary social studies teachers incorporate women’s voices into the traditional history framework. A multi-layered qualitative methodology was employed for this study using survey, case study, and phenomenological approaches, including interviews and classroom observations of participants. The researcher discovered the percentage of teachers who claim to incorporate women’s history/perspectives into their lessons; how teachers incorporate women’s history/perspectives into their lessons; and, the factors that contribute to teachers including women’s history/perspectives into their classes.

Notes

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Graduation Date

2013

Semester

Summer

Advisor

Russell, William

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education and Human Performance

Department

Dean's Office, Education

Degree Program

Education; Social Science Education

Format

application/pdf

Identifier

CFE0004933

URL

http://purl.fcla.edu/fcla/etd/CFE0004933

Language

English

Release Date

August 2014

Length of Campus-only Access

1 year

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

Included in

Education Commons

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