The Ontario Action Researcher - Archive

AN ACTION RESEARCH PROJECT:
IMPROVING STUDENT LEARNING THROUGH CORRECTIVE ACTION

Diane Clark
Grand Erie District School Board

School profile

Lynndale Heights Public School opened in the fall of 1998 in a quiet residential area of Simcoe, Ontario, and brought together 260 kindergarten to Grade 8 students from five local schools. While varying abilities is always a reality in any classroom, teachers at Lynndale found the students’ divergent strengths and weaknesses to be quite pronounced. There were large gaps in their backgrounds and teachers quickly became aware that the curriculum, in many cases, could not be taught until these gaps were filled. In Grade 6 there were 42 students; 27 were in my class, and the other 15 were the classroom next door.

What would be the focus question? What was my concern?

When looking at the 1999 EQAO Provincial Assessment results for the Grade 6 students in the fall of 1999, the varying attitudes of the males and females towards mathematics were quite surprising. The percentage of girls who, on the questionnaire, stated that they liked math was a disturbing 33 whereas 73% of the males liked math. Even more striking was the difference in attitude when asked if they were good at math (girls 33%, and boys an overwhelming 80%). This did not seem right because I knew that I had many very strong girls who appeared to be confident when doing math, felt comfortable when volunteering answers, wrote long explanations in their math journal, and met a lot of success on daily assigned work and tests. I then examined the actual concrete levels of achievement in the EQAO assessment, and my suspicions were confirmed: more girls than boys had achieved Level 3 or 4 on the math components of the assessment! Why did 67% of the girls think that they were not good at mathematics? I knew that going through the action research process would help me to find the answer to this question.

Liana, Grade 7 teacher at Lynndale and current teacher of many of the students reflected in the 1999 assessment results, examined the results with me and, together, we determined that our research topics would be:

Why do more girls than boys believe that they are not succeeding at math?
and
What can be done in the classroom to ensure that more girls feel increased confidence and self-esteem when doing math?

What did I do? What data did I collect?

After giving the research topics much thought, Liana and I formulated a plan of action which would provide us with some insight into attitudes of the students with regard to math. We immediately did the following:

We called a meeting of all intermediate teachers to discuss our concerns and intentions and decided collectively to change our TAG groupings to single gender for the second term so that Liana and I could focus on oral responses of female students through group discussion
We arranged a meeting with Bob Ogilvie, intermediate teacher consultant for GEDSB, who came to our school and gave us much insight into the attitudes of females towards math and science; he also left us some invaluable resources to read
we created a mathematics questionnaire for all students in Grades 6, 7 and 8, and it was administered in the single-gender TAG groups
I searched the internet for articles pertaining to our action research topic and found an excellent article at titled “How Negative Expectancies and Attitudes Undermine Females’ Math Confidence and Performance: A Review of the Literature”, by Jennifer Gutbezahl
I read one of the books left by Bob Ogilvie , “HOW TO ENCOURAGE GIRLS IN MATH AND SCIENCE: STRATEGIES FOR PARENTS AND EDUCATORS”, by Skolnick, Langbort and Day. It contained eye-opening information and data about how boys and girls are raised and treated differently over time. I summarized the ideas and shared them with Liana and other staff members

Math questionnaire: observations based on the data

As planned, TAG groups became single gender and my group was all-female. From the outset it was obvious to me that the girls in my TAG group were relieved to be able to discuss their feelings about math in an all-girl setting. When asked why, they told me that the boys always monopolize the discussions and lessons in regular classes. Did I allow this to happen in my classroom? That was something I was going to have to pay very close attention to in the future. Despite some initial discussion about whether or not they liked math, we agreed to leave all discussion until after the questionnaire had been completed.

The questionnaires (see Appendix 1) were filled in during the next TAG class and students were asked to be as honest as possible. Liana and I decided that I would look at and tabulate the results from the girls’ questionnaires and she would look at those of the boys. When examining the girls’ questionnaires, I did not see as much negative attitude as I expected (based on the 33% figure on the attitudes section of the EQAO testing) but, nevertheless, the girls were definitely honest about why math is not their favourite subject.

When I looked at attitudes towards specific strands or math activities (see Appendix 2), I began to see some interesting patterns emerging - 38% of the Grade 6 girls chose graphing as their favourite math activity and most gave the reason that it was easy to do and fun to colour. They feel creative when they are graphing. Least favourite was word problems (42%) and then math journals (33%). Not liking math journals surprised Liana and me because so many of the girls in our classes love to write and, when asked to write math journals, they write paragraph after paragraph in response to the journal topic. Their reasons for not liking math journals included not liking to explain themselves, and finding it too difficult to explain something mathematical. It was encouraging to see that 73% of the Grade 6 girls do not worry about the reaction of boys when giving answers in class, leaving 27% who do worry. That number increases to 43% in Grade 7. As for who they prefer to work with when doing math, 40% in Grade 6 prefer being paired with a girl, and 38% prefer working in a group of all girls. By Grade 8, girls prefer to work alone (40%) or with one other girl (40%).

Eye-opening figures were seen in the responses to the questions, “Do you like math?”, and “Are you good at math?” While 67% of the girls in Grade 6 like math, that number is reduced to only 57% in Grade 8. When asked if they are good at math, 73% of Grade 6 girls said yes, but only 43% of Grade 8 girls feel they are successful with the subject. (See Appendix 3)

When I added the data about the boys to the comparison chart it was interesting to see the differences between the genders. Unlike the girls, 29% of the boys chose problem solving as their favourite math activity. They, too, like graphing (also 29%). Math journals were chosen to be the least favourite math activity in all three grades (25% in Grade 6, 62% in Grade 7, and 55% in Grade 8). Their resounding reason was an immense dislike to explaining something in detail.

In contrast to the girls, 100% of the boys in Grades 6 and 7 are never concerned about responding orally to math questions in the presence of girls. That number drops to 92% in Grade 8. When asked if they like math, the number increases from 71% in Grade 6 to 90% in Grade 8. 86% of the boys in Grade 6 feel they are good at math and 91% in Grade 8 believe the same.

To provide us with some corrective feedback from the students, we had included the question, “What would make math more enjoyable for you?” on the questionnaire, and their varied responses (see Appendices 4 and 5) gave us food for thought about our own teaching practices in the classroom.

The data was shared with the staff, and then with the TAG groups. The girls in my group did not seem surprised with the differences but most agreed that, if given the opportunity, they would like to take a more active role in math lessons.

Rethinking the action research focus question:

As time passed, my action research question became more focused, and was thus re-written:

What is the stimulus to foster positive attitude for girls towards the importance of math and science in their lives?

Liana and I discussed how males could be a part of our question and we created this:

What can a teacher do to make the classroom less gender biased during math/science lessons so that both boys and girls feel comfortable and challenged with lessons, assignments and the curriculum?

Modifying my practice in the classroom: corrective feedback practices

I now felt better prepared to tackle the action research questions at hand, and was beginning to be more aware of gender attitude differences in my classroom. Of note was an interesting observation I made when marking sentences written by my students. The word was “genius” and students had been asked to put the word in a sentence. Six girls in the class wrote similar sentences: “He’s a real genius when it comes to tests (or school work)”. Only one girl referred to the genius as a female. The boys’ sentences were more generic, such as “You’d have to be a genius to figure out how to do that!”. I struggled with whether to make this a class discussion or not, and finally decided that while some insightful comments might be made during such a discussion, some hurtful or damaging ones might also be made, so I decided to leave it alone, for the time being.

Promoting a change in attitude had to come from me, so I made it a point to randomly bring in and discuss, with the students, articles about talented females in the news (sports, space travel, scientists, etc.), women who were breaking stereotypes. Soon several female students were bringing in related newspaper and internet articles, and appeared to look forward to boasting about “one of their own”. I was thrilled when five students, of both genders, brought in an advertisement insert that had been placed in the weekend newspaper promoting a computer for girls (covered with Barbie decals) and a computer for boys (covered with Hot Wheels decals). They were incensed to think that adults were attempting to stereotype them. Further discussion developed a few days later when several students brought me an article about trading cards for girls based on photographs and information about “Real Boys”. They were outright insulted to think that this was being touted as the female equivalent of boys’ Pokemon cards.

Concrete proof of a slowly developing change in the attitudes of the girls in my class came about when speech topics were being chosen in January. I was thrilled to learn that more than half of the girls in my class were researching famous Canadian females such as Julie Payette, Laura Secord, Pauline Johnson, and Becky Kellar, and two boys were researching Roberta Bondar!

On the advice of the articles and books I had read of late, I changed my seating plan to allow girls to sit next to girls of their choice. The research says that girls fare better, academically, when they work exclusively with girls, and for this reason all group work in my classroom was now single gender. The girls loved this change because in the past I had always insisted that there be a mix in each group, using the reasoning that the stronger ones would assist the weaker students. I had also believed that the more-focused females would positively affect the inattentive males. With the single gender groups, I saw the girls gain confidence daily as they helped each other, asked questions, and worked collaboratively on all aspects of the curriculum.

Problem solving was determined to be the least favourite aspect of the math program for girls according to the math questionnaire, and yet it is woven throughout the math curriculum, so I decided that if I were to choose one area upon which to focus in math, problem solving would be it. Amid groans from the girls and the boys, we began an intensive unit in January in which problem solving strategies were explored and used repeatedly with word problems. Day after day, we worked on problem solving in single gender groups and after two weeks, I began to notice a change in the students’ attitudes and approach to the work. They began to use the terminology (“Let’s use guess and check for this one”, “Yeah but if we create a t-table we might see a pattern emerge”) and appeared to be less frustrated with the questions. My weaker girls were speaking excitedly about the problems. It was working! When our unit was over, the students asked if we could devote one day in each six-day cycle to problem solving, and now they eagerly anticipate the word problems awaiting them. That is quite a refreshing change from the fall. Back then, I had erroneously assumed that the students arrived in Grade 6 knowing how to solve problems. Because they lacked the basic steps, they had been frustrated and lacked the knowledge to approach problem solving with confidence. Now, half a year later, they have both the know-how and the desire to problem solve. The girls, primarily, demonstrate the confidence to solve word problems without much teacher intervention or guidance.

How else has improvement been demonstrated?

After the second term report cards were distributed, I was curious about how much, if any, the girls in my class had improved in mathematics from the first term. I was pleased with the results (see Appendix 6). As a frame of reference, I also looked at last year’s Grade 6 students and their changes from term one to term two. Then, I calculated the number of girls who had achieved level 3 in each of the strands as compared to last year’s girls in second term (see Appendix 7).

Return to mixed gender groupings nets positive results

With the students working in single gender groups since the beginning of the second term, I have seen girls who were reserved and hesitant to contribute to class discussions become more confident and willing to share ideas with their peers. In February, during social studies, we were reviewing the unit “Natives of Canada” in preparation for a test. We were playing a game of Jeopardy and I placed the students in mixed gender groups so that I could see if any change in the group dynamics had taken place since the start of the action research. I was pleasantly surprised - in the fall the boys usually overtook the groups and did most of the talking. Now, in February, the reverse was seen. Girls who I had known to sit back and just watch the group’s proceedings were now the leaders of the group - the girls were deciding who would answer the questions, how to organize the information during the game, etc. It was truly amazing to see these girls exude confidence with their peers! Working in single gender groups had certainly helped the girls in my class.

Action research conference

Liana and I were asked to present our findings thus far to a small group of interested educators at the annual Action Research Conference in Brantford. In preparation for our presentation, Liana and I came to realize that definite positive changes were taking place in our classrooms. With this knowledge, we presented our action research to an enthusiastic group who freely offered their opinions and experiences with others in the group. Realizing we learn best from others, Liana and I asked conference participants to provide written input and experiences in relation to our action research topic and were pleased with the sharing going on in the room. (See Appendix 8).

Next steps

As May approaches I realize that, in some respects, I have made strides in ensuring that the girls in my classroom experience increased confidence and self-esteem when doing math, and other subjects. I just have to look at the feelings of self-worth displayed daily by several of my female students to know that I have achieved some success in this area. On the other hand, I also realize that my action research is far from over as I will continue, on a regular basis, to seek and implement ways to foster positive attitude for girls towards the importance of math and science in their lives. Some next steps that are on the go right now are as follows:

Liana and I have arranged for Bob Ogilvie to come to Lynndale Heights on May 15 to in-service the staff about gender issues in the classroom.

Liana and I are planning a “Teen Esteem Lunch” series for the fall of 2000 in which female role models from the community will spend lunch hours with the females in Grades 6, 7, and 8. Several contacts have already been made and the idea is being well-received by the staff at Lynndale.

A program called GIRLS (Growth, Independence, Respect, Leadership, and Self-Esteem) Power Camp, which takes place each spring at Waterford’s Camp Trillium, was recently brought to my attention by my new administrator. He has passed my name on to the person in charge of the camp and Liana and I hope to enroll several of our Grade 8 students for the 2001 camp.

Changes will continue to take place in my classroom as I seek and read more literature related to my action research topic. Ideas and changes will be implemented in my daily interaction with my own students and those in other classes in my school. Being a part of this action research project has shown me that the feedback-feedforward philosophy has enabled me to pinpoint an area requiring closer attention and then provided me with the tools to foster improvement and change in my students and in my teaching practices.

Appendices

Appendix 1 - Math questionnaire given to students in Grades 6, 7, and 8

Appendix 2 - Results of the math questionnaire (table)

Appendix 3 - Female responses to the questions posed on the math questionnaire

Appendix 4 - Female responses to the question: What would make math more enjoyable for you?

Appendix 5: Male responses to the question: What would make math more enjoyable for you?

Appendix 6: Student improvement in Grade 6 from term one to term two (table)

Appendix 7 - Number of females who achieved level 3 in math in the second term of Grade 6 (table)

Appendix 8 - Responses gathered at the Action Research Conference, February 18, 2000

APPENDIX 1

Name: ____________________________________ Grade: ______

Please answer all questions as honestly and thoroughly as possible. You will not be graded on this survey and your answers will not be shared with other students. Your honest opinion is what counts the most.

1. What meaning does math have in your life?

2. To what uses do you put math outside of school?

3. Which of the following experiences in math is your favourite and why?
Circle one and explain your choice.

using manipulatives	word problems	pencil and paper tasks	graphing
math journals	solving algebraic equations	constructing angles	creating and using nets
measuring and estimating	slides, flips, turns	describing patterns	probability games

4. Which of the following experiences in math is your least favourite, and why?
Circle one and explain your choice.

using manipulatives	word problems	pencil and paper tasks	graphing
math journals	solving algebraic equations	constructing angles	creating and using nets
measuring and estimating	slides, flips, turns	describing patterns	probability games

5. Are you concerned about the reaction of members of the opposite sex when you give answers in math class? Why or why not?

6. Do you think your mark in math this term accurately reflects your ability to do the subject? Why or why not?

7. When completing math assignments, do you like to work: (circle one)

alone	paired with a girl	paired with a boy
in a group of girls	in a group of all boys	in a group of boys and girls

Why did you make this choice?

8. If given a choice, would you prefer to attend a math class of: (circle one)

all girls

all boys

boys and girls

Why did you make this choice?

9. What would make the subject of math more enjoyable for you?

10. Do you like mathematics? Why or why not?

11. Are you good at math? Why do you think you are / aren’t?

APPENDIX 2

RESULTS OF MATH QUESTIONNAIRE
(GRADES 6, 7, AND 8 STUDENTS)

		GRADE 6		GRADE 7		GRADE 8
QUESTION	POSSIBLE ANSWERS	GIRLS	BOYS	GIRLS	BOYS	GIRLS	BOYS
Which of the following experiences in math is your favourite?	using manipulatives	7%		6%			8%
	math journals	7%			8%
	measuring and estimating	15%	14%	6%			8%
	word problems		29%	6%	15%		25%
	solving algebraic equations			6%	8%	22%	8%
	slides, flips and turns		14%			17%	17%
	pencil and paper tasks			9%			25%
	constructing angles	7%			8%	22%	8%
	describing patterns				8%
	graphing	38%	29%	50%	23%	39%
	creating and using nets			14%
	probability games	23%	14%	9%	31%
Which of the following experiences in math is your least favourite?	using manipulatives					7%
	math journals	33%	25%	24%	62%	27%	55%
	measuring and estimating	8%		5%
	word problems	42%	25%	24%	23%	33%	9%
	solving algebraic equations			5%	8%		9%
	slides, flips, and turns	8%	13%	5%		13%	9%
	pencil and paper tasks	8%	13%	19%	8%		9%
	constructing angles			5%
	describing patterns		13%	14%		20%	9%
	graphing
	creating and using nets		13%
	probability games

		GRADE 6		GRADE 7		GRADE 8
		GIRLS	BOYS	GIRLS	BOYS	GIRLS	BOYS
Are you concerned about the reaction of members of the opposite sex when you give answers in math class?	yes	27%		43%		21%	8%
	no	73%	100%	57%	100%	79%	92%
Do you think your marks in math this term accurately reflect your ability to do the subject?	yes	83%	43%	72%	46%	71%	55%
	no	17%	57%	18%	54%	29%	45%
When completing math assignments, do you like to work:	alone	15%	25%	5%	38%	40%	23%
	in a group of girls	38%		10%	8%	13%
	paired with a girl	40%		45%		40%	15%
	in a group of all boys		13%		15%
	paired with a boy		25%		23%		15%
	in a group of boys and girls		36%	40%	15%	7%	54%
If given a choice, would you prefer to attend a math class of:	all girls	64%		38%	8%	29%	9%
	all boys		57%
	boys and girls	36%	43%	62%	92%	71%	91%
Do you like mathematics?	yes	67%	71%	55%	67%	57%	90%
	no	33%	29%	45%	23%	43%	10%
Are you good at math?	yes	73%	86%	59%	67%	43%	91%
	no	27%	14%	40%	23%	57%	9%

FEMALE RESPONSES TO THE QUESTIONS POSED ON THE MATH QUESTIONNAIRE

What Meaning Does Math Have In Your Life?

lots, because I want to be an optometrist and that has lots of math in it
math is easy and I understand it
needed for education
when I think of math I think of hard work, a lot of multiplying and a lot of a challenge
to figure out the price of something, what the size is going to be or how much I’ll need
math is to think hard to find answers
math is used mostly everywhere
math can sometimes be fun and sometimes boring - I know I’ll use it as I get older
math means work to me because it is more of a challenge than other subjects
math is used for counting things and counting money, paying bills
not much meaning for me
math will be with me for my whole life so I better learn it whether I like it or not
math is a hard subject with a lot of homework
my dad and my sister love math so I know it has to be used everyday
the only time I ever do math is at school
we should spend more time on math in school and less on other subjects like art and music
math is all about learning how to solve problems

To What Use Do You Put Math Outside Of School?

I play pool and work with 3-D shapes
I use math when I count my money, count my change
homework (popular answer)
jobs like a banker
when putting up a fence around your house, or playing a computer game
when I buy something I might need to know the measurements
when I bake I need to know the ingredient quantity, and when I weigh something
math has no use outside of school
when my sister buys something with me I have to figure out how much she owes me
if making teams you have to split them in half
when I need to know taxes
dividing candies
at the shopping mall
wall papering
when I play Monopoly
Many answers were about shopping, at the mall, in stores, etc.
vacation, exercising
you might need it for a job

Math Experiences That Are Favourites - Why?

manipulatives because I like to see what I am doing and angles help me when I play pool
I like graphing because it’s fun and there are lots of different types - graphs are easy
I like to make tallies and graph them - I like to make them colourful (7)
measuring and estimating - I like it because I like to measure and estimate things
there is no right answer when figuring it out
probability is fun - like a game, easy
graphs look nice on paper
manipulatives - I like working with my hands
you learn about life from graphs
I like word problems because once in science I was the first one to figure out a problem
there’s not much writing to do in slides, flips and turns

Math Experiences That Are Least Favourite - Why?

I have trouble with word problems - they’re complicated and I never get them
math journals - I don’t like to / can’t explain things (very popular response to this question)
I can’t explain things well
I get a headache doing pencil and paper tasks
I don’t like to estimate things
word problems take too long to figure out - they’re confusing
there’s not much point in writing math journals - hate writing and spelling
slides, flips and turns are boring - I just don’t get them
pencil and paper tasks - I usually get them wrong
using mathematical language is hard to do (describing patterns and journals)
math journals - I feel like I can never say enough
word problems don’t usually give enough information and I want more information
journals - it’s easier to say things than to write them down - I’m not a good explainer
sometimes you have to be too precise in math
describing patterns - when else will I use than in math class?
if questions become too hard I get very frustrated (word problems)
I have always hated math journals - they’re boring and of no meaning

Concerned About Reaction Of Members Of Opposite Sex When Giving Answers In Class?

boys are just boys and they aren’t anything special
we just have to get used to having them around
everyone makes a mistake once in awhile
worse thing that could happen is that I get the question wrong and I learn from my mistakes
99.9% of the time they don’t make a negative comment
I don’t care what they think
boys give wrong answers too
boys don’t intimidate me - so what if they have a different answer than me - boys are my friends

YES

usually I’m not confident when I answer, I’m afraid I’ll get it wrong
I always get scared when I answer a question
they may or may not laugh or make you feel bad about yourself
if you get it wrong they will laugh at you and if you get it right they will call you a browner
if a boy marks your work and you do bad they’ll laugh at you
they’ll say it was a dumb answer
I get nervous answering questions
I would answer more questions in class if there were just girls in my class

APPENDIX 4

FEMALE RESPONSES TO THE QUESTION:
WHAT WOULD MAKE MATH MORE ENJOYABLE FOR YOU?

Females in Grade 6 gave the following responses:

the teacher could explain things better
we should turn our math into real life
we should play more games (this was a popular response)
nothing can make it more fun for me - I like math
we should play games that would challenge us
I would like less written work
we need more rewards for doing well, such as candy and chocolate
nothing, I like it the way it is
just have a class of girls, no boys
give us more assignments instead of taking notes
we should discuss more, instead of writing

Females in Grade 7 gave the following responses:

nothing, I like the way the teacher teaches math
I’d like to get more help in math
we should use the computer more often
don’t make all of our math work from the textbook
we need more class participation
I would like less homework
we should do more projects with partners
I’d like to work with a partner more often
don’t give us so many assignments

Females in Grade 8 gave the following responses:

don’t give us double periods of math - one period is enough
let’s work with just girls - boys yell out answers so you can’t learn it yourself
could we use our imaginations a bit more?
I’d like it if the teacher spent more time on each topic, like fractions, instead of moving on quickly
it would be nice to get some special help so that I don’t fall behind and fail math
I’d like it if no one would call anyone names or laugh but that’s impossible with our class
the boys should not make fun of me if I put up my hand
we should do more fractions
no homework, just teach us everything in class
we should do more algebra things

APPENDIX 5

MALE RESPONSES TO THE QUESTION:
WHAT WOULD MAKE MATH MORE ENJOYABLE FOR YOU?

Males in Grade 6 gave the following responses:

play math bingo
nothing
make a game out of what we do
play games made-up by the teacher
put more fun into the subject
keep it the same
if there was an easier way to do fractions, I’d be happy

Males in Grade 7 gave the following responses:

we should do more group work
we should get rewarded for doing work right
we need more fun questions and a problem of the week
the work should be easier to do
play math games to help our memory
no more journal entries
nothing, because it is okay the way it is
math contests between the students
nothing, it is enjoyable enough
we need more algebra
we need less criticism from peers when you get a wrong answer
play math games on the computer

Males in Grade 8 gave the following responses:

I enjoy it already
not doing so much of it and not doing so much review
play games
play games in groups
leave how to get the answer up to the student more, and applying math to the real world
shorter math periods, i.e. 2 classes per day, not back to back
if the kids in the class could be quieter
more flips, slides and turns
less math lessons
more hands on, less tests because I have trouble with tests

APPENDIX 6

STUDENT IMPROVEMENT IN GRADE 6 FROM TERM ONE TO TERM TWO
--A comparison of two classes--

	1998-1999 Academic Improvement from term 1 to term 2		1999-2000 Academic Improvement from term 1 to term 2
MATH STRAND	Females	Males	Females	Males
Number Sense	64%	38%	50%	35%
Measurement	7%	18%	67%	20%
Geometry	21%	27%	33%	20%
Patterning and Algebra	0%	27%	33%	30%
Data Management	29%	18%	33%	20%

I attribute single gender groups as the reason for the marked improvement in female academic achievement in math this year when compared to last year’s results with my students.

APPENDIX 7

More specific than appendix 6:

NUMBER OF FEMALES WHO ACHIEVED LEVEL 3
IN MATH IN THE SECOND TERM OF GRADE 6
--A comparison of two classes--

	1998-1999 Term 2		1999-2000 Term 2
MATH STRAND	Achieved Level 3	Achieved Level 4	Achieved Level 3	Acheived Level 4
Number Sense	78%	7%	67%	16%
Measurement	71%	0%	83%	0%
Geometry	71%	0%	83%	0%
Patterning and Algebra	86%	0%	83%	0%
Data Management	71%	0%	92%	0%

Data was gathered and calculated in April of 2000.

APPENDIX 8

RESPONSES GATHERED AT THE ACTION RESEARCH CONFERENCE
(BRANTFORD, FEBRUARY 18, 2000)

When asked, “How can we gauge growth and awareness of gender issues in students and teachers?”, responses from educators were as follows:

this is a difficult question - gender issues are developed firstly in the home, and therefore a parental questionnaire needs to be sent home to address this issue
how often have you had a parent in who stated, “I was not very good at math”?
are any gender issues raised in literature that could be used in the classroom, such as novels, short stories, specific authors?
there are a lot of gender issues displayed in the media - could these be used in the classroom? (Newspapers, TV, magazine ads, etc.)
examine specific sectors, e.g., some fashion companies and their ads (Benetton, Body Shoppe)
collecting data about changes in attitudes is difficult
when collecting data of any kind whether it be marks, attitudes/surveys, etc., analyze the data in terms of gender - take these snapshots of data to gauge growth and patterns that may be evolving

When asked to list common teacher/student practices that may hinder or stimulate positive self-esteem of boys and girls on the classroom, responses were as follows:

-more girls display a weak/timid attitude while the boys, on average, display a more bold, outspoken attitude
I try to seek the girls out in leadership roles in group situations
in junior grades physical education, groups have been segregated where the boys play against boys and the girls play against girls in such sports as volleyball and basketball. The boys prefer to play against boys while the girls would prefer to play on mixed teams, as long as the boys will appreciate them and pass the ball to them
we celebrate mistakes and see mistakes as opportunities for learning
we need to be aware of the observations of researchers - call on girls more often, etc.
we need to recognize excellence
I am afraid that you may be trying to cover too much ground - perhaps for this year the focus on just the student might be more manageable
keep the praise/feedback equally distributed
turn student responses into key points of a lesson 9even students who don’t have ideal points, these can be taken and turned into valuable learning experiences in valuable ways, e.g. girls may respond more in math thinking that their responses are equally valuable

When asked, “How can the school foster positive gender awareness at home and in the community?”, responses were as follows:

parents need to be made aware of the gender differences and how to not discriminate
open forums, discussions, surveys
involving the community is vital

The final question posed was, “Using Bob Ogilvie as an impetus, how do we influence and help motivate positive change in teacher attitudes in relation to gender issues?”, and responses were as follows:

teachers need to be educated and be made aware of gender differences and how to accommodate for them in their classrooms
I don’t know about our need to change teacher attitudes but we certainly need to keep an ongoing awareness of this prevalent within our schools

Bibiographical Note:

Name: Diane Clark
Current Position: Grade six teacher, Computer Site Administrator
Academic background: B.A. McMaster University, B.Ed. University of Toronto
Areas of Interest: computer technology, language, mathematics and action research
Mailing address: Lynndale Heights P.S., 55 Donly Drive South, Simcoe, ON, N3Y 5G7