What Works
I was contacted by Drs. Okhee Lee and Cory Buxton, the editors for a proposed issue of the journal Theory into Practice. Each issue of Theory into Practice addresses a current topic in education developed by a guest editor or editors. The topic selected b
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CULTURAL AND HISTORICAL PERSPECTIVES ON SCIENCE EDUCATION:
DISTINGUISHED CONTRIBUTORS Volume 6 Series Editors
Catherine Milne, New York University, USA Kathryn Scantlebury, University of Delaware, USA Cultural and Historical Perspectives on Science Education: Distinguished Contributors features a profile of scholarly products selected from across the career of an outstanding science education researcher. Although there are several variants in regard to what is included in the volumes of the series the most basic form consists of republication of 8-10 of the scholar’s most significant publications along with a critical review and commentary of these pieces in terms of the field at the time of doing the work, the theories underpinning the research and the methods employed, and the extent to which the work made an impact in science education and beyond. Another genre of Key Works republishes the most influential research in a selected area of interest to science educators. Examples of the areas we will feature include science teacher education, science teaching, language in science, equity, the social nature of scientific knowledge, and conceptions and conceptual change. Collections of articles are placed in an historical context and the rationale for changing perspectives is provided and analyzed in relation to advances and changing priorities in science education. Each volume shows how individuals shaped and were shaped by the cultural context of science education, including its historical unfolding.
Understanding Girls Quantitative and Qualitative Research
Dale Rose Baker Arizona State University, USA
A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6300-495-4 (paperback) ISBN: 978-94-6300-496-1 (hardback) ISBN: 978-94-6300-497-8 (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/ All chapters in this book have undergone peer review. The following book chapters are reprinted here with permission from the publishers: Chapter 1: Baker, D. (1983). Can the differences between male and female science majors account for the low number of women at the doctoral level in science? Journal of College Science Teaching, 13, 102–107. Chapter 2: Baker, D. (1989). The influence of role-specific self-concept and sex-role identity on career choices in science. Journal of Research in Science Teaching, 24(8), 739–756. Chapter 3: Baker, D. (1987). Sex differences in classroom interactions in secondary science. The Journal of Classroom Interaction, 22, 6–12. Chapter 4: Piburn, M. D., & Baker, D. R. (1989). Sex differences in formal reasoning ability: Task and interviewer effects. Science Education, 73, 101–113. Chapter 5: Baker, D., & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32(1), 3–27. Chapter 6: Baker, D. (1998). Equity issues in science education. In B. Fraser & K. Tobin (Eds.), International Handbook of Research in Science Education (pp. 869–896). Amsterdam
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