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Artykuły w czasopismach na temat "Gender identity in education"
de Leo, Daniela, i Gabriella Armenise. "Children’s literature in Latin America: Gender identity in the education." Revista Internacional de Culturas y Literaturas, nr 25 (2022): 108–30. http://dx.doi.org/10.12795/ricl2022.i25.08.
Pełny tekst źródłaRasmussen, Mary Lou. "Beyond gender identity?" Gender and Education 21, nr 4 (9.06.2009): 431–47. http://dx.doi.org/10.1080/09540250802473958.
Pełny tekst źródłaNorth, Connie E. "ThreadingStitchesto Approach Gender Identity, Sexual Identity, and Difference". Equity & Excellence in Education 43, nr 3 (10.08.2010): 375–87. http://dx.doi.org/10.1080/10665684.2010.491415.
Pełny tekst źródłaYates, S. J. "Gender, identity and CMC". Journal of Computer Assisted Learning 13, nr 4 (grudzień 1997): 281–90. http://dx.doi.org/10.1046/j.1365-2729.1997.00031.x.
Pełny tekst źródłaTrauger, Amy, Carolyn Sachs, Mary Barbercheck, Nancy Ellen Kiernan, Kathy Brasier i Jill Findeis. "Agricultural education: Gender identity and knowledge exchange". Journal of Rural Studies 24, nr 4 (październik 2008): 432–39. http://dx.doi.org/10.1016/j.jrurstud.2008.03.007.
Pełny tekst źródłaOmokhodion, Julia Otibhor. "Globalization, gender equity and local identity in Nigeria Globalization, gender equity and local identity in Nigeria". Ekistics and The New Habitat 73, nr 436-441 (1.12.2006): 277–81. http://dx.doi.org/10.53910/26531313-e200673436-441124.
Pełny tekst źródłaKessels, Ursula, Anke Heyder, Martin Latsch i Bettina Hannover. "How gender differences in academic engagement relate to students’ gender identity". Educational Research 56, nr 2 (3.04.2014): 220–29. http://dx.doi.org/10.1080/00131881.2014.898916.
Pełny tekst źródłaMcGeown, Sarah P., i Amy Warhurst. "Sex differences in education: exploring children’s gender identity". Educational Psychology 40, nr 1 (17.07.2019): 103–19. http://dx.doi.org/10.1080/01443410.2019.1640349.
Pełny tekst źródłaHuttunen, Jouko. "Father's Impact on Son's Gender Role Identity". Scandinavian Journal of Educational Research 36, nr 4 (styczeń 1992): 251–60. http://dx.doi.org/10.1080/0031383920360401.
Pełny tekst źródłaRomanov, I. V. "Characteristics of Adolescents' Gender Identity". Russian Education & Society 40, nr 7 (lipiec 1998): 65–79. http://dx.doi.org/10.2753/res1060-9393400765.
Pełny tekst źródłaRozprawy doktorskie na temat "Gender identity in education"
Novotny, Bethany A. "Understanding the Fluidity of Gender Identity and Sexual Identity Formation". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3153.
Pełny tekst źródłaMerrill, Barbara. "Gender, identity and change : mature women students in universities". Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36294/.
Pełny tekst źródłaCor, Deanna N. "Gender Identity Counselor Competency Scale| A Validation Study". Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076470.
Pełny tekst źródłaGender Identity Counselor Competency Scale: A Validation Study The purpose of the current study was to explore the validity of the Gender Identity Counselor Competency Scale, a measure meant to examine counselor competency for working with clients identifying as trans*. A national sample of counseling students and faculty accredited by the Council for Accreditation of Counseling & Related Programs (CACREP) was obtained. The data from 187 participants were analyzed using exploratory factor analysis during the first phase of data analysis. After extraction, two items were removed from the measure and it was renamed GICCS-Revised (GICCS-R). Three factors emerged from analysis and supported the tripartite model for multicultural counseling competencies and these factors were labeled knowledge, awareness, and skills. High internal consistency was found and evidence convergent validity was observed. Some evidence for discriminant validity was found. During the second phase of data analysis, analysis of covariance was used to explore mean differences among levels of education on overall GICCS-R scores as well as the subscale scores, while controlling for social desirability. There were group differences on the overall and subscale scores, with the exception of the awareness subscale. A hierarchal multiple regression was conducted to determine whether a set of variables (social desirability, levels of education, number of workshops attended or facilitated, and number of trans*-identified clients worked with) could predict scores on the overall GICCS-R and each subscale. The variables combined explained 45.5% of the variance on overall GICCS-R scores. Social desirability was not a significant predictor of scores. First year counseling master’s students; participants who attended or facilitated 0-4 workshops; and participants who worked with 0-1 clients were significant predictors of low overall competency scores. Levels of education and levels of experience explained a significant proportion of the variance on the knowledge and skills subscales, but not on the awareness subscale. The findings from the current study have important implications for how trans* counselor competency is measured in students and faculty. The findings also have implications for ways to improve levels competency.
Warren, Annmarie Maione 1968. "Gender identity and educational achievement: Correlations of children's self perception with educational achievement". Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291677.
Pełny tekst źródłaArgus, Stefanie. "Girl Scout Voices| Describing Ecological Identity". Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10821872.
Pełny tekst źródłaThis study considered how youth relate, connect, and identify with Nature by exploring how Girl Scouts describe their ecological identities. The purpose of this project was to introduce reflection on ecological identity as a reflective tool for living in Nature, to learn about youth connectedness to and identification with Nature, to utilize arts-based research, and to contribute to the scholarly field of girls in adventure education. Thirty-four youth aged 14 to 16 participated in the pilot and research project phases of the study. The study was a descriptive and exploratory research project, utilizing the methodologies of case study and action research. Data collection methods were anecdote circle, survey, and art creation. Survey results indicate that development of the ecological self can be grown. Three themes emerged from artistic cartography on special places in Nature, including coming of age, earth grief or loss, and summer camp. A feminist, reflexive lens guided the work, culminating in the formulation of a four-point transformation agenda for ecological identity at camps. The four recommendations are that camp administrators and educators: (1) promote a participatory relationship with phenomena through direct experience, (2) expand perceptual experience for reflection, (3) interrogate power and marginality, and (4) advance bioregional thinking and active community citizenship. Future research could investigate the efficacy of implementations of the agenda at camps. New studies should recruit for greater participant diversity and examine how Nature connectedness is defined and developed for individuals without access to green spaces and places.
au, jane lorrimar@challengertafe wa edu, i Jane Lorrimar. "Organisational culture in TAFE colleges : power, gender and identity politics". Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070717.145611.
Pełny tekst źródłaLorrimar, Jane. "Organisational culture in TAFE colleges: power, gender and identity politics". Thesis, Lorrimar, Jane (2006) Organisational culture in TAFE colleges: power, gender and identity politics. PhD thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/164/.
Pełny tekst źródłaLorrimar, Jane. "Organisational culture in TAFE colleges : power, gender and identity politics /". Lorrimar, Jane (2006) Organisational culture in TAFE colleges: power, gender and identity politics. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/164/.
Pełny tekst źródłaGinn, Georgina M. "Single-gender community of practice: Acquiring and embracing a woman president’s identity". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1417436753.
Pełny tekst źródłaEvans, Kathleen M. "Negotiating the self : identity, sexuality, and emotion in teacher education /". Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7857.
Pełny tekst źródłaKsiążki na temat "Gender identity in education"
Kay, Fuller. Gender, identity, and educational leadership. London: Bloomsbury Academic, 2013.
Znajdź pełny tekst źródła1943-, Barrow Craig, i Southern Humanities Conference Meeting, red. Gender, race, & identity. Chattanooga, TN: Southern Humanities Press, 1993.
Znajdź pełny tekst źródłaAbhayadeva, Chitrangani. Gender and pre-school education: Changing perceptions. Colombo: Centre for Women's Research, 2008.
Znajdź pełny tekst źródłaKaruna, Chanana, i Nehru Memorial Museum and Library., red. Socialisation, education, and women: Explorations in gender identity. New Delhi: Orient Longman, 1988.
Znajdź pełny tekst źródłaBirden, Susan. Rethinking sexual identity in education. Lanham, Md: Rowman & Littlefield Publishers, 2005.
Znajdź pełny tekst źródłaPenney, Dawn. Gender and Physical Education. London: Taylor & Francis Inc, 2004.
Znajdź pełny tekst źródłaEducational Resources Information Center (U.S.), red. Middle school voices on gender identity. [Newton, Mass: Education Development Center, Inc., 1995.
Znajdź pełny tekst źródłaMadeleine, Arnot, i Mac an Ghaill Mairtin, red. The RoutledgeFalmer reader in gender and education. New York: Routledge, 2006.
Znajdź pełny tekst źródłaHenderson, Emily F. Gender pedagogy: Teaching, learning and tracing gender in higher education. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2015.
Znajdź pełny tekst źródłaWeiler, Jeanne Drysdale. Codes and contradictions: Race, gender identity, and schooling. Albany: State University of New York Press, 2000.
Znajdź pełny tekst źródłaCzęści książek na temat "Gender identity in education"
Fensham, Peter J. "Gender and Science Education". W Defining an Identity, 176–82. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-0175-5_12.
Pełny tekst źródłaHopper, Gill. "Identity". W Palgrave Studies in Gender and Education, 1–41. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137408570_1.
Pełny tekst źródłaMcDermid, Jane. "Gender, National Identity, and Education". W Springer International Handbooks of Education, 1–16. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_16-1.
Pełny tekst źródłaMcDermid, Jane. "Gender, National Identity, and Education". W Springer International Handbooks of Education, 243–58. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_16.
Pełny tekst źródłaMegahed, Nagwa, i Stephen Lack. "Women’s Rights and Gender-Educational Inequality in Egypt and Tunisia". W Education, Dominance and Identity, 201–22. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-125-2_12.
Pełny tekst źródłaGray, Lee-Anne. "Sexuality, Gender Identity, Puberty, and Health Education". W Educational Trauma, 93–102. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28083-3_9.
Pełny tekst źródłaManduley, Aida, i Kira Manser. "Sex-Positive Approaches to Educating, Supporting, and Listening to TGD Youth in Clinical Encounters". W Pediatric Gender Identity, 81–100. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38909-3_6.
Pełny tekst źródłaLawson, Wenn. "Sexual Development and Gender Identity in Autism". W The SAGE Handbook of Autism and Education, 511–16. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470409.n41.
Pełny tekst źródłaÖhrn, Elisabet, Lisa Asp-Onsjö i Ann-Sofie Holm. "Discourses on Gender and Achievement in Lower Secondary Education". W The State, Schooling and Identity, 173–92. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1515-1_9.
Pełny tekst źródłaCorrea, Deodrin. "The Construction of Gender Identity: A Semiotic Analysis". W Race, Ethnicity and Gender in Education, 183–94. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9739-3_10.
Pełny tekst źródłaStreszczenia konferencji na temat "Gender identity in education"
Osadcha, Larysa, Natalia Komisarenko, Olena Oliinyk, Elena Polishchuk i Liudmyla Movchan. "GENDER IDENTITY OF PERSONALITY". W 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0563.
Pełny tekst źródłaQosyasih, Nelis Nazziatus Sadiah, i Vina Adriany. "Constructing Gender Identity in Young Children". W 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.038.
Pełny tekst źródłaHuang, Bowen. "Gender Identity and Student Teamwork". W IC4E 2021: 2021 12th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450148.3450210.
Pełny tekst źródłaLock, Robynne M., Zahra Hazari i Geoff Potvin. "Physics career intentions: The effect of physics identity, math identity, and gender". W 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789702.
Pełny tekst źródłaShoaib, Huma, Monica E. Cardella, Aasakiran Madamanchi i David Umulis. "Computation, Gender, and Engineering Identity Among Biomedical Engineering Undergraduates". W 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028656.
Pełny tekst źródłaKostyk, Liubov, i Vasyl Kostyk. "Formation of Gender Identity of Preschoolers is an Important Aspect of Socialisation of an Individual". W ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/atee2020/15.
Pełny tekst źródłaBottomley, Ewan, Kenneth I. Mavor, Paula J. Miles, Antje Kohnle i Vivienne Wild. "Gender effects in perceived recognition as a physicist and physics identity". W 2021 Physics Education Research Conference. American Association of Physics Teachers, 2021. http://dx.doi.org/10.1119/perc.2021.pr.bottomley.
Pełny tekst źródłaUlfiah, Ulfiah, Rahmat Safei i Sulasman Sulasman. "Parenting Style and Gender Role Identity Status Achievement in Late Teens". W The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007110810551062.
Pełny tekst źródłaBronzino, Liubov, i Elena Kurmeleva. "Historical Transformation of Gender Identity Theoretical Explications in Postmodernism Context". W 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.256.
Pełny tekst źródłaStepashkina, Valeriya Aleksandrovna. "Gender-Role Identity Disorder As A Factor Of Women’s Unreadiness For Motherhood". W 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.91.
Pełny tekst źródłaRaporty organizacyjne na temat "Gender identity in education"
Martino, W., J. Kassen, K. Omercajic i L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.
Pełny tekst źródłaMarchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian i Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), styczeń 2021. http://dx.doi.org/10.19088/ids.2021.017.
Pełny tekst źródłaMarchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian i Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), styczeń 2021. http://dx.doi.org/10.19088/ids.2021.048.
Pełny tekst źródłaMaheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), grudzień 2020. http://dx.doi.org/10.19088/creid.2020.012.
Pełny tekst źródłaSuleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), grudzień 2020. http://dx.doi.org/10.19088/creid.2020.013.
Pełny tekst źródłaOlivetti, Claudia, Eleonora Patacchini i Yves Zenou. Mothers, Friends and Gender Identity. Cambridge, MA: National Bureau of Economic Research, listopad 2013. http://dx.doi.org/10.3386/w19610.
Pełny tekst źródłaManzano Antón, R., G. Martínez Navarro i D. Gavilán Bouzas. Gender Identity, Consumption and Price Discrimination. Revista Latina de Comunicación Social, luty 2018. http://dx.doi.org/10.4185/rlcs-2018-1261en.
Pełny tekst źródłaHoward, Joanna, Oluwafunmilayo Para-Mallam, Plangsat Bitrus Dayil i Philip Hayab. Vulnerability and Poverty During Covid-19: Religious Minorities in Nigeria. Institute of Development Studies (IDS), listopad 2021. http://dx.doi.org/10.19088/creid.2021.013.
Pełny tekst źródłaBertrand, Marianne, Jessica Pan i Emir Kamenica. Gender Identity and Relative Income within Households. Cambridge, MA: National Bureau of Economic Research, maj 2013. http://dx.doi.org/10.3386/w19023.
Pełny tekst źródłaIdris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), lipiec 2021. http://dx.doi.org/10.19088/k4d.2021.102.
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