Gender Tales : (Registro nro. 21346)

Detalles MARC
000 -LIDER
Campo de control de longitud fija 02679nam a22002054504500
008 - ELEMENTOS DE LONGITUD FIJA--INFORMACION GENERAL
Campo de control de longitud fija 050106/19951995////////r///////////spa//
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
ISBN 031210748x
040 ## - FUENTE DE CATALOGACION
Agencia de catalogación original SV-SoUDB
Idioma de catalogación spa
041 ## - CODIGO DE IDIOMA
Código de idioma para texto/pista de sonido o título separado spa
082 0# - NUMERO DE CLASIFICACION DECIMAL DEWEY
Número de clasificación 370.153
Notación interna K64
Año de publicación 1995
245 00 - TITULO
Título Gender Tales :
Subtítulo Tensions in the Schools
250 ## - MENCION DE EDICION
Mención de edición 1a ed.
260 ## - PUBLICACION, DISTRIBUCION, ETC.
Lugar de publicación NEW YORK, ESTADOS UNIDOS :
Nombre del editor University of Alaska,
Fecha de publicación 1995
520 0# - NOTA DE RESUMEN, ETC.
Resumen Most Americans believe that sihools shouid develop the talents of all stu-dents, girisjust as much as boy . We want all students, regardiess of their sex or their race or their backuround, to have equal opportunity in our classrooms. These are our ideáis. Ye; our classrooms usually mirror the same injustices we see in our culture When we look at gender, the focus of this casebook, we see entrenched and upsetting patterns. Teachers give boys more attention than giris at every grade level. Boys get more of the intellec-tualjousting that develops a quick and lively mind. When researchers video-tape their classrooms, even teachers strongly committed to women's issues are shocked to find that they, too. favor the boys. Why do they do so? Some teachers take active sirps to organize their classrooms in gender-fair ways. They emphasize group projects in which all students musí take an active role. They rotate leadership positions so that giris as well as boys must learn to lead the group. All too often, these teachers find that the giris, as well as the boys, resist. The clasroom slips back into oíd and comfortable ways. What shouid the teacher di) then? We may all believe that boys and giris shouid be treated equally. When we get dowri to cases, however, we find that we do not agree on what equal treatment means. Schools are complicated places, and in many situations we face competing valúes. We wan; equal opportunity for boys and giris, and we want all students to be fn- of sexual harassment, and we want all students to develop their physical abilities to the fullest and to play a sport at the peak of the game. Shouid , e then allow giris on the wrestiing team? Teachers must be sensitivi not oniy to gender but aiso to students' cultural and economic backgroi ¡ids. Many teachers may believe in gender equality, but many families give boys precedence. Suppose a Chinese giri pours out her troubles to her teacher-her parents favor her brother and threaten to spank her ifshe doe- not learn the multiplication tables over the weekend. Shouid the teacher dr .inything?
650 04 - MATERIA--TERMINO TEMATICO
Termino tematico o nombre geografico EDUCACION
650 04 - MATERIA--TERMINO TEMATICO
Termino tematico o nombre geografico VIOLENCIA ESCOLAR
700 10 - ENTRADA SECUNDARIA - AUTOR PERSONAL
Autor secundario Kleinfeld, Judith S.
Rol del autor EDITOR
700 10 - ENTRADA SECUNDARIA - AUTOR PERSONAL
Autor secundario Yerian, Suzanne
Rol del autor EDITOR
942 ## - AGREGAR ELEMENTOS DE ENTRADA (KOHA)
Fuente de clasificación o esquema de estanterías Dewey Decimal Classification
Fecha de catalogación 06/01/2005
Tipo de item Libro
Edción Jorge Bonilla
Existencias
Estado retirado No para préstamo Codigo de colección Ubicación permanente Ubicación actual Fecha de adquisición Forma de adquisición Costo, Precio Signatura dewey Codigo de barras Fecha de la última visita Numero de copia Tipo de item koha
    Colección General Biblioteca Antiguo Cuscatlán Biblioteca Antiguo Cuscatlán 01/01/2005 Compra 8.00 370.153 K64 1995 35031 08/11/2019 001 Libro