The Implementation of Special Education Teachers’ Background Variables on Gender Equity Education: A Meta-analysis

• Main Authors: Hisn-Chien Yang, 楊欣潔
• Other Authors: Jung-Chao Hung
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/26103122451340815725

碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 102 === Abstract The aim of this research to adopt the meta-analysis to analyze the implementation of Gender Equity Education on the special education teachers. It began with a systematic search for empirical studies from on-line database; 17 studies about the implementation of Gender Equity Education on special education teachers were collected. Hedges and Olkin (1985) meta-analysis was employed to calculate the values in analysis. The results of the study were listed as follows: 1. The gender would affect female more than male special education teachers’ teaching experience in the education of gender equality. The gender would also affect teachers’ learning needs of special education in gender equality domain, with males higher than females. 2. Years of teaching would affect the level of difficulty special education teacher feel about the teaching of gender equality education, with 10 years below feeling more difficult than 11 years above. 3. The marital status would affect the level of difficulty special education teacher feel about the teaching of gender equality education, with unmarried feeling more difficult than married. The marital status would also affect administrative special education teachers’ support needs in gender equality education, with unmarried feeling more difficult than married. Finally, based on this study results, the researcher brings the suggestions to the gender equity education and future research.