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Research Areas 1. Its important to gather data (using videotape techniques)on what goes on in the classroom. This should include teacher/student interactions (similar to those discussed by the Sadkers);it should also include a study of social interactions among the students. Classroom research should be gathered under diverse conditions, observing alternative teacher roles, etc., as well as the classroom "climate". 2. What is the connection between observed classroom interactions and eventual outcomes. 3.What is predictive of who will/will not choose a particular major? 4. It would be interesting to examine techniques for teaching in groups (Elizabeth Cohen).e.g. videotape lecture, and have a group watch, when discuss and use tapes to solve problems. This could be part of research into learning styles...groups tend to reinforce stereotypes (unless something is done to avoid it). A teacher training component would be required, to ensure that teachers are familiar with group techniques. Note that single-sex groups aren't necessarily the best answer. 5.To what extent is it valuable to require courses? This clearly depends on what the problem is....if girls are not taking science because they don't have the math, require the math; but if they're not talking science they don't find it interesting, requiring math won't help. 6. Under what conditions is the introduction of new technology likely to lead to more equitable (or less equitable) situations? 7. To what extent do early gender differences exist, and what are the nature of these differences. 8.What are the qualities of schools, or programs, that produce large numbers of women science or math majors. Studies are needed that characterize successful school, teachers, classroom formats. [EQUALS program changed math curriculum at Berkley H.S.;studens kept math journals--EQUALS may have some data] Why do the programs that work, work?
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