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 B.
Degree
Doctor of Philosophy (Ph.D.)
College
College of Education and Human Performance
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
STARS Citation
Scheiner-Fisher, Cicely, "The Inclusion Of Women's History In The Secondary Social Studies Classroom" (2013). Electronic Theses and Dissertations. 2848.
https://stars.library.ucf.edu/etd/2848