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Case Study 11: A smorgasbord of research and innovation

The school is a P-13, independent girls' school in a State capital city. The students are from relatively affluent home backgrounds.

Needs analysis was based on

A SMORGASBORD OF RESEARCH AND INNOVATION

Attitudes that girls bring with them from outside

Observations of students, especially those new to the school and from co-educational settings, highlighted any equity problems that were within the school. Teachers, the student counsellor and the chaplain observed and listened to students. They were aware of attitudes that some girls had that restricted their opportunities to follow their true aspirations. The principal noted that in this all girls' school, girls participated in all activities without the segregation that occurs in co-educational schools. For example in the school orchestra they played all the instruments, not just those traditionally seen as `girls instruments'. Girls coming from co-educational schools were seen to `blossom' in the single sex setting, to gain confidence and self esteem and to expand their perceptions of what girls are able to do.

People were quite dismayed at the thought

While on study leave, the principal had seen research programs in girls' schools in the United States of America that focused on teaching and learning for girls in mathematics and science. Impressed by these she suggested to the staff, on her return to the college, that they would also benefit by reflecting on their own teaching and by learning more about girls' learning through doing research in their own subject areas. This was originally met with great trepidation and dismay by the staff; many teachers did not believe that they could be researchers or that they had the time. However, the challenge was taken up as part of a year long professional development activity involving all staff. Everyone was linked to a senior member of staff who acted as a consultant, providing encouragement and support.

How girls learn

The How Girls Learn project, as it was known, became an exciting across-the-school vehicle for professional development. It was centred around topics and interests directly relevant to the individual teachers and to their particular subject area and student cohorts. Teachers used a range of different methodologies to explore their research topics, `from the traditional scientific hypothetical and deductive models through a range of qualitative and deductive styles'. A sample of the projects undertaken by the teachers follows.

This investigation developed from the art teacher reflecting on the senior positions men hold in art teaching and in the broader art world despite the fact that more girls do art and achieve better results at school. The teacher adapted a survey he had used for his Masters study to better suit the college context and to separate those students that do art from those who do not. The teacher identified several areas to research further, including investigating some of the more subtle aspects of their responses and involving longitudinal studies to see the effects of studying art on their post school experiences.

Year 11 students were asked to review their responses to the task of composing, to consider the possibility of a career in this area and to identify the attributes required of a composer. They were also asked to identify any gender bias they had experienced. The students kept a journal documenting their reflections and their responses to composing. These journals were used as the basis for group discussion and for identifying what was required to encourage girls into this area.

Girls from Years 7-11 were surveyed and the results graphed in order to make evaluations of the participation rates-why they do play and why they don't. Statistics were compared against national figures and the college results were above the average. Never-the-less the reasons given for participation or non-participation provided more information and data on which the school felt it could act.

This project report was a qualitative summary of responses to a survey of Year 10 students to gauge their attitudes to science. The survey was administered to girls in single sex classes at the college, to boys in single sex classes in another school and to students in a co-educational class in a third school. The results from each group were compared.

Two questionnaires, one on chemistry and one on physics were completed by Year 10 mixed ability groups. The questionnaires required responses by circling, ticking boxes, ranking in priority order and by written comments. The responses were considered by teachers when making changes to future courses.

The Year 7/8 Unit teachers carried out an investigation of the needs of this group of girls. This took the form of background research and surveying the girls about school and schooling; the introduction of an elective program with a follow up survey; examining the results from the two surveys; and, identifying the implications for the school. The initial research was based on findings from the State's Junior Secondary Review of Schooling, strategies that promote effective learning and research into the needs of girls in education.

Teachers were challenged by the research findings to make a conscious effort to incorporate practices of which they were (in most cases) already aware and some changes were made in teaching methodology and classroom environments. More choice and responsibility was given to girls in their learning activities; more opportunities for collaborative learning, group problem solving, oral presentations and `hands on' activities were recommended.

The teachers involved in this research examined popular texts and fairy stories for gender inclusiveness in illustrations and text. They also read current research in this area. They summarised concerns and strategies that teachers could use to counteract sexism in the books used in class libraries. A checklist for examining literature was recommended.

This activity was carried out early in Term 1 and again in Term 3 to ensure that the school was promoting a positive image of science and scientific careers for women. The aim was to gauge girls' perceptions of `a scientist' both before and after any intervention from teaching. Each girl was asked to draw a scientist and to put in some background to their picture. Years 3-6 were also given the option of writing something about their scientist. The drawings were analysed by Year level. Different perceptions were noted, for example whether or not the girls perceived a scientist as being male or female, to be doing interesting jobs or were considered `weird', as is often the popular image portrayed in the media.

The activity was also carried out in Term 1 in Year 6 at an all boys' school and at a co-educational school. The results from the three schools were compared. In the co-education and single sex classes no `clearly female' scientists were drawn and `weird and unrealistic' representations were common. In the girls' school, most scientists were depicted as female and were representative of more realistic perceptions of scientists and their work. The outcomes of the detailed analysis carried out from the students' responses were reported as `Implications for teachers'.

The data gathering and research that was carried out by the school also included topics such as:

A smorgasbord of wonderful ideas, innovations, research and experiences

Towards the end of the year, the teachers were asked to present their findings from their research. A day was set aside and papers were presented and discussed. The whole school involvement in research into girls' education at the school and engagement in professional reading gave the school a deeper understanding of the needs of their students. It was used to further develop their programs, to improve their teaching strategies and to be cognisant of girls' preferred ways of learning. Teachers had identified their own topics for research, based on the perceived needs of their students. They also explored their topics at a level with which they were comfortable and they were able to move into greater depth of understandings as information emerged. The research reports were published in the school's journal, Across the Staff.

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Schools Work Towards Gender Equity
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