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dc.creatorJones, Lori Anne
dc.date.available2011-02-18T23:48:14Z
dc.date.issued1999-08
dc.identifier.urihttp://hdl.handle.net/2346/20583en_US
dc.description.abstractAs our classrooms have become increasingly diverse as far as gender, racial, cultural, and socio-economic backgrounds, our pedagogy should become increasingly diverse if we want to provide all students with the best possible education (Stewart 17). This diversity in the classroom causes difficulties for new teachers and present teachers that were not trained in process composition theory. Although research in gender issues within the university level has been increasing over the last two decades, more research is needed within the public schools in order to allow more students to gain access to a more diverse education in which they are participants.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.subjectCritical pedagogyen_US
dc.subjectComposition (Language arts)en_US
dc.subjectComposition (Language arts)en_US
dc.subjectSexism in educationen_US
dc.titlePedagogical implications of gender issues in a composition classroom
dc.typeThesis
thesis.degree.nameM.A.
thesis.degree.levelMasters
thesis.degree.disciplineEnglish
thesis.degree.grantorTexas Tech University
thesis.degree.departmentEnglish
dc.degree.departmentEnglishen_US
dc.rights.availabilityUnrestricted.


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