Thematische Bibliographien / Women teachers

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Zeitschriftenartikel
Dissertationen
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Konferenzberichte
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Auswahl der wissenschaftlichen Literatur zum Thema „Women teachers“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Women teachers"

Grambs, Jean Dresden. „Are Older Women Teachers Different?“ Journal of Education 169, Nr. 1 (Januar 1987): 47–64. http://dx.doi.org/10.1177/002205748716900105.

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Most teachers are women, and most older teachers are women. Does this group of educators comprise a distinctive population in terms of their own growing older and/or in the ways they teach and participate in school affairs? Low status is associated with being older, being female, and being a teacher. When combined, there are some expected stresses and problems not encountered by male counterparts. The double pressure of job and family for a woman in midlife often produces personal crises since work situations do not respond to these pressures on women. Unfortunately, research on age and teaching is almost nonexistent and there is very little on gender and teaching. Despite much negative commentary about women teachers in the educational literature, there are no studies showing women teachers to be less effective than men at any age. More study is needed to determine the impact of age, sex, and work on performance and quality of life. Meanwhile, school systems could be more responsive to the stresses older women face as well as the ways in which women use the workplace.

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Rossi, Jean Pablo Guimarães, Thaíse Fernanda de Lima Mares und Eliane Rose Maio. „Women, teachers and researchers“. Revista Internacional de Educação Superior 10 (21.11.2022): e024032. http://dx.doi.org/10.20396/riesup.v10i00.8670871.

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Introduction: In this research, our general objective is to present issues that can be identified and analyzed, around the experiences of women, teachers, researchers, who were in the university space at the time of the pandemic (which began in 2019), due to of the Coronavirus/COVID-19. Social isolation, which was imposed as one of the measures to contain the virus, required (and has required) all of us to (re)think new adaptations and readjustments, especially in regard to the academic field. Teachers have been challenged to reflect on their activities in various aspects, both professional and personal. In this way, from the context of a global pandemic, we problematize: what issues can be identified and analyzed, around the experiences of women, teachers, researchers, who were in the university space at the time of the pandemic? Method: To do this, we applied a questionnaire through the Google Forms platform, to ten women, teachers, researchers and who were inserted in Postgraduate programs during the years 2020 and 2021. The data collected was analyzed from the Feminist and Gender Studies, relevant for the analysis and discussion of the nuances of "being a woman" and their experiences in the face of the demands of this historical moment. Results/Conclusion: The data highlighted the gender inequalities associated with female researchers, and also pointed to the need to rethink gender issues in the context of the COVID-19 pandemic.

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Fuller, Kay. „Women secondary head teachers“. Management in Education 23, Nr. 1 (Januar 2009): 19–31. http://dx.doi.org/10.1177/0892020608099078.

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Maguire, Meg. „Women Who Teach Teachers“. Gender and Education 5, Nr. 3 (Januar 1993): 269–81. http://dx.doi.org/10.1080/0954025930050303.

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Paul, Pope John. „Women: teachers of peace“. Journal of Muslim Minority Affairs 16, Nr. 2 (Juli 1996): 295–99. http://dx.doi.org/10.1080/13602009608716346.

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Butler, Anne M., und Polly Welts Kaufman. „Women Teachers on the Frontier“. Journal of American History 72, Nr. 2 (September 1985): 411. http://dx.doi.org/10.2307/1903416.

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Kotecha, Piyushi. „The Position of Women Teachers“. Agenda, Nr. 21 (1994): 21. http://dx.doi.org/10.2307/4065818.

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Riley, Glenda, und Polly Welts Kaufman. „Women Teachers on the Frontier“. Western Historical Quarterly 16, Nr. 1 (Januar 1985): 79. http://dx.doi.org/10.2307/968161.

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Jensen, Billie, und Polly Welts Kaufman. „Women Teachers on the Frontier“. History Teacher 19, Nr. 1 (November 1985): 151. http://dx.doi.org/10.2307/493645.

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Grace, Gerald. „Women Teachers as Organic Intellectuals“. British Journal of Sociology of Education 16, Nr. 3 (September 1995): 415–17. http://dx.doi.org/10.1080/0142569950160309.

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Dissertationen zum Thema "Women teachers"

Burns, Mary Bridget. „The Experience of Women Teachers in Two State-controlled School Districts:“. Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108483.

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Thesis advisor: Andrew Hargreaves
This exploratory case study examines the experience of twelve women teachers who taught in two state-controlled school districts that had been taken over by the state authorities due to low academic performance and operational mismanagement. The qualitative methodology of exploratory comparative case analysis allowed for the consideration of the two districts as two parts of the same case, and the foundation for future research in this field (Streb, 2010). Twelve semi-structured interviews, teacher climate survey responses, and fifty-three state government documents were analyzed using an iterative coding process (Yin, 2015, pp. 196-197; Saldaña, 2015). The analysis found that structural and cultural barriers prevented the study participants from succeeding personally and professionally. Their skills as experienced educators were under-utilized and their perspectives as women were not acknowledged. Structurally, the internal organization of the districts asked a great deal of the teachers without recognizing them as professionals or women. Culturally, their gender identities as women placed them at a disadvantage with school and district leadership. The gendered barriers were woven into the fabric of the workplace so that the women teachers were unable to have access to those with power or influence. This study lays the groundwork for larger research endeavors on women in state-controlled schools, as well as policy implications for the state control of public schools and school turnaround. This study contributes to the field by specifically bringing women teachers’ voices into the discussion of school reform and improvement
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Chabalala, Lucky W. „What do women teachers identify as barriers to promotion?“ Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12182006-132225.

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Cheung, Kwong-leung. „The perception of women teachers in Hong Kong“. Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710225.

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Haynes, Michelle Daphne. „Jewish women teachers in secondary schools“. Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399228.

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Pierre, Yvette. „Rooted Pedagogies: Black Women Activist Teachers For Social Change“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282101174.

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Burgess, Frances Anne. „Narratives of women music teachers in Northern Ireland : beyond identity“. Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24328.

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This study examined the narratives of three women music teachers’ professional practice, drawing on the research question: Through examining processes of subjectification: (a) How do mid-career women music teachers construct narratives of their professional and musical practice? (b) What are the implications for women music teachers’ professional and musical sustenance? Participants Hayley, Becky and Lynne, all with 12 years teaching experience, told stories of diverse musical participation within and beyond their schools and within a range of social groups and institutional settings. Taking a post-structural feminist theoretical perspective, these narratives were viewed as 'technologies of the female self' (Foucault, 1988; Tamboukou, 2008, 2010). The research question was shaped and answered through the concept of subjectifcation and considered how these women constructed a portrait of ‘self-in-practice.’ This questioned how they fashioned their personal pedagogical approach, how they created and projected a music departmental identity within the school, and how they conceptualised their musical and teaching selves. Data collection took place over a seven-month engagement with three participants and involved: a narrative/biographical interview; the compilation of a ‘memory box’ in which participants gathered artefacts related to the theme, ‘My music, my teaching’; and a follow-up conversational interview. In the final interview participants presented their artefacts and told stories related to their gendered experiences in music and teaching. Narratives showed the ‘woman music teacher’ is a site of struggle, where material roles within different discursive fields such as the home, the community as well as the school, pulled at other subjectivities. Through an analysis of processes of gendered subjectification, these women music teachers presented a complex narrative of their professional lives, within discursive fields of competing and complementary institutional discourses. While individually teachers conceptualised their musical and teaching subjectivities in personal, biographically-shaped ways, collectively they used similar discursive strategies to create a music subject department identity. They all told stories of their practice sustained by moments of ‘musical space’ and enabling others. Extra-curricular music provided valued moments of musical and aesthetic gratification and professional autonomy, functioning as a way to project the standing of the music subject department in the school and the local community, but this also added to an already burdensome workload. The education system in Northern Ireland is undergoing a prolonged yet stilted process of reform, and with the increase in the collaborative sharing of curriculum with other schools, it is likely that in the future secondary music teachers will be teaching in very different circumstances. This may be particularly challenging for established music teachers who have worked to create musical worlds in their subject departments drawing on personal and affective biographical resources. It is suggested that identity work with teachers’ narrative understandings of their self-in-practice, as a form of professional development, may allow space for teachers to imagine and negotiate alternative personal/professional identities, values and beliefs within new managerial and collaborative structures.

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Dallimore, Elise J. „The role of memorable messages in the socialization experiences of new university faculty : the impact of gender and disciplinary affiliation on the process of organizational and occupational assimilation /“. Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8228.

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Cavanagh, Sheila L. „Professionalism as a legislated code of moral conduct the government of the woman teacher in education, Ontario, 1918-1949 /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0011/NQ39258.pdf.

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Rumin, Anna C. „Teacher shadows : giving voice to hidden selves“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0019/NQ44570.pdf.

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James, Jennifer Lynn Hauver. „Care in the lives of women teachers“. College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3860.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Bücher zum Thema "Women teachers"

Shephard, Marie Tennent. Maria Montessori: Teacher of teachers. Minneapolis: Lerner Publications Co., 1996.

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Indian National Commission for Co-operation with UNESCO. und Unesco New Delhi, Hrsg. Women teachers in rural India. New Delhi: Indian National Commission for Co-operation with UNESCO, 2001.

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Hilary, De Lyon, und Migniuolo Frances Widdowson, Hrsg. Women teachers: Issues and experiences. Milton Keynes [England]: Open University Press, 1989.

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MetropolitanAuthorities, Association of, Hrsg. Women teachers: Recruitment and retention. London: Association of Metropolitan Authorities, 1990.

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Poelzer, Irene. Saskatchewan women teachers 1905-1920: Their contributions. Saskatoon: Lindenblatt & Hamonic, 1990.

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Fischman, Gustavo. Imagining teachers: Rethinking gender dynamics in teacher education. Lanham, Md: Rowman & Littlefield Publishers, 2000.

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Yannoulas, Silvia C. Educar, una profesión de mujeres?: La feminización del normalismo y la docencia, 1870-1930. Buenos Aires: Kapelusz, 1996.

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Ramana, P. V. L. Modernity and role performance of women teachers. Delhi: Kanti Publications, 1992.

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Narang, Sandhya. Dilemma of married women teachers in India. Udaipur: Himanshu Publication, 1994.

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Oram, Alison. Women teachers and feminist politics, 1900-1939. Manchester, UK: Manchester University Press, 1996.

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Buchteile zum Thema "Women teachers"

Apple, Michael W. „Teaching and ‘Women′s Work′“. In Teachers and Texts, 54–78. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315862774-5.

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Baratz, Lea, und Roni Reingold. „Voicing Oppressed Palestinian Women.“ In Changes in Teachers’ Moral Role, 63–71. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-837-7_5.

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Prentice, Alison, und Marjorie R. Theobald. „The Historiography of Women Teachers: A Retrospect“. In Women Who Taught, herausgegeben von Alison Prentice und Marjorie Theobald, 1–34. Toronto: University of Toronto Press, 1991. http://dx.doi.org/10.3138/9781442683570-003.

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Jagire, Jennifer M. „Indigenous Women Science Teachers of Tanzania“. In Indigenist African Development and Related Issues, 163–80. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-659-2_11.

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Trouvé-Finding, Susan. „Unionised Women Teachers and Women’s Suffrage“. In Suffrage Outside Suffragism, 205–30. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230801318_9.

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Constantinou, Stavroula. „Women Teachers in Early Byzantine Hagiography“. In What Nature Does Not Teach, 189–204. Turnhout: Brepols Publishers, 2008. http://dx.doi.org/10.1484/m.disput-eb.3.3252.

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Brown, Suzanne. „Part-time women teachers-having it all?“ In Teachers and Teaching Post-COVID, 25–42. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003352129-4.

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Lafarga, Luz Elena Galván. „Teachers of Yesteryear: A Study of Women Educators during Porfiriato“. In Women and Teaching, 243–68. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403984371_10.

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Cortina, Regina. „Women Teachers in Mexico: Asymmetries of Power in Public Education“. In Women and Teaching, 107–28. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403984371_5.

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Karakok, Gulden, Katherine Morrison und Cathleen Craviotto. „Lessons Learned from a Math Teachers’ Circle“. In Association for Women in Mathematics Series, 89–103. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44950-0_7.

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Konferenzberichte zum Thema "Women teachers"

Boyomo, M., G. H. Kom, B. Siebatcheu, M. L. Asse, R. Woulache, E. Mvoudjo, Beverly Karplus Hartline, Renee K. Horton und Catherine M. Kaicher. „Overcoming Underrepresentation of Women Physics Teachers in Cameroon: Preliminary Study“. In WOMEN IN PHYSICS: Third IUPAP International Conference on Women in Physics. AIP, 2009. http://dx.doi.org/10.1063/1.3137924.

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Sadik, Olgun. „Encouraging Women to Become CS Teachers“. In GenderIT '15: The Third Conference on GenderIT. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2807565.2807715.

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Mohammed, Najat K., Margaret E. Samiji, Eva T. Shana und Farida Lolila. „Making physics more appealing to female students and teachers in Tanzania“. In WOMEN IN PHYSICS: 7th IUPAP International Conference on Women in Physics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0175747.

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Tanemura, Masako, Fumiko Okiharu, Kyoko Ishii, Haruka Onishi, Mika Yokoee, Hiroshi Kawakatsu, Beverly Karplus Hartline, Renee K. Horton und Catherine M. Kaicher. „History and Objectives of LADY CATS (Women Physics Teachers in Japan) (abstract)“. In WOMEN IN PHYSICS: Third IUPAP International Conference on Women in Physics. AIP, 2009. http://dx.doi.org/10.1063/1.3137887.

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Kornahrens, Anne F. „The STEP UP project: A national and international movement to engage high school teachers in cultural change“. In WOMEN IN PHYSICS: 7th IUPAP International Conference on Women in Physics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0175578.

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Abo-Zaed Arar, Eman. „Minoritized Women Teachers Navigating Segregated Ethnocentric Education Reality“. In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2098376.

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Hidayat, Dayat. „Local Wisdom-Based Entrepreneurial Training for Women Empowerment“. In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.39.

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Williams Brown, Kimberly. „Disposable Teachers: Misunderstandings of Black Afro-Caribbean Women Teachers Enacting a Politics of Care“. In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2110830.

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Shuklina, Elena, und Maria Pevnaya. „PARTICIPATION OF WOMEN TEACHERS IN THE MANAGEMENT OF UNIVERSITIES“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1362.

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Afdal, Afdal, Alizamar Alizamar, Ifdil Ifdil, Erlamsyah Erlamsyah und Taufik Taufik. „Guidance And Counseling Services For Women Victims Of Domestic Violence“. In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.151.

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Berichte der Organisationen zum Thema "Women teachers"

Zhou, Lili, Alankrita Chhikara, Stephanie Oudghiri, Araba Osei-Tutu und Razak Kwame Dwomoh. Teachers' Perceptions on Women in STEM: Breaking the Stereotypes. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317463.

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Fitzpatrick, Maria. Teaching, Teachers Pensions and Retirement across Recent Cohorts of College Graduate Women. Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22698.

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Corcoran, Sean, William Evans und Robert Schwab. Changing Labor Market Opportunities for Women and the Quality of Teachers 1957-1992. Cambridge, MA: National Bureau of Economic Research, September 2002. http://dx.doi.org/10.3386/w9180.

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Dale, Logan. Providing Recruitment Resources for Women Agriculture Mechanics Classes for Agriculture Teachers in Mississippi. Ames (Iowa): Iowa State University, Januar 2020. http://dx.doi.org/10.31274/cc-20240624-1172.

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Khemani, Shreya, Jharna Sahu, Maya Yadav und Triveni Sahu. Interrogating What Reproduces a Teacher: A Study of the Working Lives of Teachers in Birgaon, Raipur. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1307.2023.

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This study, situated in an industrial working-class neighbourhood in Raipur, Chhattisgarh, aims to look at what sustains and reproduces an elementary school teacher in low-fee private schools. Within a highly stratified system of education such as ours (NCERT 2005), both at the level of school and teacher education itself, as well as in the context of a highly stratified society—where the imagination and reality of ‘a teacher’ is informed as much by a historical domination of teaching by specific caste groups as it is by a contemporary reality in which the bulk of the teachers in schools across the country are women (UDISE+ 2019-20)—how do we understand the working lives of teachers and the work of teaching? This study thinks through this question by inquiring into the labouring lives of teachers in our fieldsite—centring tensions between productive and unproductive labour and paid and unpaid work.

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, Januar 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.

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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.

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Fearns, Joshua, und Lydia Harriss. Data science skills in the UK workforce. Parliamentary Office of Science and Technology, Juni 2023. http://dx.doi.org/10.58248/pn697.

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This POSTnote looks at specialist data skills in the UK, including for artificial intelligence. It considers demand and supply, workforce demographics, challenges, and initiatives to increase supply. Key points: • Collecting and analysing data offers potential economic and social benefits. Analysis by the McKinsey Global Institute estimated that, by 2030, UK GDP could increase by up to 22% as a result of AI. • Potential societal benefits could range from climate change mitigation, to improving early detection and diagnosis of cancers by using AI to identify patterns from imaging (MRI) scans that are not readily detected by humans. • Evidence suggests that the availability of people with specialist data skills in the UK is not sufficient to meet demand. • A 2021 study estimated that the supply of data scientists from UK universities was unlikely to exceed 10,000 per year, yet there were potentially at least 178,000 data specialist roles vacant in the UK. • Research finds that certain groups (such as women, those from minority ethnic backgrounds and people with disabilities) are underrepresented in the data workforce. A lack of workforce diversity has the potential to amplify existing inequalities and prejudices. • Initiatives to increase the number of people with data skills include degree conversion courses, doctoral training centres for PhD students, online up-skilling platforms, apprenticeships, and visas to attract international talent. • Efforts to reduce the skills gap can be hindered by the inconsistent definition of data skills, organisational culture, the availability of specialist primary and secondary school teachers, and barriers to people moving between sectors. • A 2022 inquiry by the Lords Science and Technology Committee concluded that a mismatch exists between the scale of the UK’s STEM skills gap and the solutions proposed by the UK Government, “especially given the UK’s ambition to be a science and technology superpower”. It described the Government’s policies as “inadequate and piecemeal”.

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Youth talk about sexuality: A participatory assessment of adolescent sexual and reproductive health in Lusaka, Zambia. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1023.

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Thirty-six percent of Zambia’s 9 million inhabitants are between 10 and 19 years of age, and most adolescents are sexually active by their mid-teens. Pregnant teenagers have an elevated risk of maternal mortality and complications related to birth. In 1990, at Lusaka’s University Teaching Hospital, self-induced abortion accounted for up to 30 percent of maternal mortality, and one-quarter of these deaths occurred in women under 18 years. Sexually transmitted infections (STIs) are a major health problem for adolescents, yet only a small proportion protect themselves from pregnancy and STIs. There are many barriers to improving the situation, including opposition by parents and teachers to the use of modern contraceptive methods. CARE Zambia is conducting a study to test community-based strategies that increase knowledge of, demand for, and use of barrier methods to reduce unprotected intercourse among out-of-school adolescents in peri-urban Lusaka. As noted in this report, adolescent behavior change will be measured as the prevalence of barrier method use, number of sexual partners, FP attitudes, and measures of self-esteem and responsibility among participants.

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