THE EFFECTS OF PROFESSIONAL DEVELOPMENT IN GENDER RESPONSIVE PRACTICES ON TEACHERS’ INSTRUCTION
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Date
2021-12-01
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Johns Hopkins University
Abstract
This intervention considers the impact of professional development in gender responsive methodologies, interactive engagement strategies, on elementary teachers’ instructional practice in gender separate classes. Three professional development sessions focused on strategies to engage students more deeply in learning activities. Classroom observations were conducted for each teacher pre- and post-intervention. Teacher surveys collected satisfaction and knowledge assessment ratings. Convergent, mixed methods analysis of pre- and post-intervention data showed an increase in teachers’ knowledge of interactive engagement strategies and improvements in their use of the methodologies when compared to baseline data. Follow-up observations one, two, and three months post-intervention showed that teachers continued to use interactive engagement strategies within their classes and qualitative responses indicated positive outcomes resulting from this change in practice.
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Keywords
gender responsive methodologies, interactive engagement, parochial
elementary school, single gender class(es)