The Role of Schools in Developing Sex Role Attitudes
I would like to discuss in this paper the role of schools and the educational process in transmitting and developing healthy attitudes toward sex roles. I will take the approach that in order for this to be accomplished, we must examine the behaviors and attitudes both of those who are educating and those who are being educated. My observations and data will be drawn from the environment with which I am most familiar, the American public education system, but I will also attempt to extend my remarks to include salient aspects of the educational systems of other cultures as I know them or have reports of them.
Sex Bias in Educational Testing: A Sociologist's Perspective. Research Memorandum No. 74-13.
Several criteria for assessing. bias in educational tests are presented end discussed. These criteria were developed in accordance with basic notions of fairness, equality, and expanded .life options for women. In terms of prescriptions for test , . _'.,:develdpers the criteria are: (1) tests should be constructed of items which contain either no sex references or equal sex references; (2) status of males and females within the test should be equal; (3) item content should not reinforce traditional sex stereotypes. Tests currently in 'use may be considered biased if:. (4) item content in terms of male-or female statuses or stereotypes affects the "performance of males or females differentially; (5) the test predicts differentially for males and females; (6) the test is, normed separately for males and febiales unless separate norms are used to 4 insure balance in selection; (7) the test is constructed so that female futures may be separated from male futures. (Author/RC)
Science fairs as learning tool for teaching excellence
Science fairs are usually considered to be a pedagogical and cultural activity that involves the students actively. Gifted students need challenges to further develop their skills while maintaining the motivation level. Science fairs may provide the informal environment that will request and allow these students of excellence to challenge themselves by developing a scientific research project. Despite being well known in different countries, in Portugal first steps are being made on the use and implementation of science fairs as effective pedagogical tool. In this work, we will present a 4 years study that was developed on a Portuguese school with the main goal of evaluating the advantages of this informal way of teaching. The study includes an analysis of the evolution of the students’ knowledge that have participated, or visited, the different science fairs. Some advices for the implementation of these projects will be given. The motivation of the students was monitored as well as the knowledge and skills effectively improved by this activity.