Teaching cell and molecular biology for gender equity

Science, technology, engineering, and math (STEM) fields, including cell biology, are characterized by the "leaky pipeline" syndrome in which, over time, women leave the discipline. The pipeline itself and the pond into which it empties may not be neutral. Explicating invisible norms, attitudes, and practices by integrating social studies of science into science education may be the necessary first step in helping female students persist in STEM disciplines. In 2003 and 2004, a sophomore Cell and Molecular Biology course at Virginia Tech (Blacksburg, VA) was taught integrating social studies of science with standard material. The course was successfully implemented, teaching students factual content while increasing awareness of the cultures of science and their self-confidence in engaging with the subject. Course evaluation data indicated that females in particular perceived greater gains in logical thinking and problem-solving abilities than females in a traditional cell biology course. Consistent with K-12 studies, males in this class were likely to view scientists as male only, whereas females viewed scientists as male and female. This pilot project demonstrates that social studies can be integrated successfully in a cell biology course. Longitudinal studies of this cohort of students will indicate whether this approach contributes to the retention of women in the field.     

Insights into casual relief teaching: casual relief teachers’ perceptions of their knowledge and skills

Research into the experiences of casual relief teachers (CRTs) (substitute or supply teachers) across Australia and internationally has reported feelings of marginalisation among participants. These findings are concerning when one considers that students might be in the care of CRTs for an equivalent of 1 year or more throughout their schooling. When CRTs describe such feelings there is a suggestion that they do not feel a part of the community of practice in which they work. Accordingly, their opportunities for professional learning are often compromised, which has implications for their ability to maintain pedagogical knowledge and skills. This study used cluster sampling survey data to offer insights into professional challenges faced by CRTs. The discussion examines the self-determined skills of 59 Australian CRTs and the way schooling is organised that may leave them feeling excluded rather than members of what should be their “communities of practice.”     

Educational and Public Television

Natan Katzman, Program Decisions in Public Television (1976, 72 pp.)

Caroline Isber and Muriel Cantor, Report of the Task Force on Women in Public Broadcasting (1975, 141 pp. no price shown)

Advisory Council of National Organizations, Public Broadcasting and Education (1975, 114 pp., no price shown)

Bradley S. Greenberg, et al. An Ascertainment Handbook for Public Broadcasting Facilities (1975, 64 page loose-leaf notoboOk, no price shown)

Philip A. Rubin, A Report on the Minimum Equipment Needs and Costs to Upgrade the Facilities of the Public Television Stations (1975, 40 pp., $1.00, paper)

Annual Report 1975 (1976, 43 pp., free on request)

Print Handicappeda Handbook for Local Use (1975, loose-leaf notebook of some 200 plus pages)

E. Edward Cavert (ed.) Designing Diversity 1 75: Second National Conference on Open Learning and Nontraditional Study--Conference Proceedings (University of Mid-America, Lincoln, Neb. 82006---$7.50, paper)

Phillip J. Sleeman and D.M. Rockwell's Instructional Media and Technology (New York: Halstead Press/John Wiley, 1976---$30.00)     

Children's literature north of the Arctic Circle: Teaching in an unusual community

Children's Literature in Education -     

Learning disabilities in minority adolescents

Summary Seventy “predelinquent” disadvantaged seventh-grade students and 30 controls were compared on fifteen variables. It was found that the experimental group was significantly behind the controls in reading, grade-point-average, IQ test scores (verbal and nonverbal), as well as on measures of visual-motor and auditory perceptual functioning. It appears that the experimental youngsters display a syndrome usually considered to evidence specific learning disabilities. However, in this type of population it is difficult to separate the effects of environmentally determined deficits from inherent deficits. Therefore, it was not possible to estimate the incidence of true specific learning disabilities. On the other hand, it was suggested that regardless of the etiology of the deficits, these children could profit from the same types of educational opportunities as have been found well-suited to aid children with learning disabilities.