Social studies, women's history, gender, history education, history, qualitative research
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.
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Russell, William B.
Doctor of Philosophy (Ph.D.)
College of Education and Human Performance
Education; Social Science Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Dissertations, Academic -- Education, Education -- Dissertations, Academic
Scheiner-Fisher, Cicely, "The Inclusion Of Women's History In The Secondary Social Studies Classroom" (2013). Electronic Theses and Dissertations. 2848.