Maxpaste

Sources

A whole school approach to preventing sexism and sexual harassment. (o. D.). In NEU2566/0822. https://neu.org.uk/sites/default/files/2024-01/NEU3102%20INOK%20Whole%20school%20approach%20v12.pdf
Brussino, O., McBrien, J. & Organisation for Economic Co-operation and Development. (2022). Gender stereotypes in education: Policies and practices to address gender stereotyping across OECD education systems. In OECD Education Working Paper (S. 1–34) [Report]. https://www.oecd.org/content/dam/oecd/en/publications/reports/2022/05/gender-stereotypes-in-education_a6f2df0e/a46ae056-en.pdf
Buston, K. (2002). Implementation of a teacher-delivered sex education programme: obstacles and facilitating factors. Health Education Research, 17(1), 59–72. https://doi.org/10.1093/her/17.1.59
Crann, S. E., Senn, C. Y., Radtke, H. L. & Hobden, K. L. (2021). “I Felt Powerful and Confident”: Women’s Use of What They Learned in Feminist Sexual Assault Resistance Education. Psychology Of Women Quarterly, 46(2), 147–161. https://doi.org/10.1177/03616843211043948
Dresel, M. (2011). Motivation, Selbstregulation und Leistungsexzellenz. LIT Verlag Münster.
Empowerment und Selbstwirksamkeit von trans* und intergeschlechtlichen Menschen. (2019). In Psychosozial-Verlag eBooks. https://doi.org/10.30820/9783837974584
Frauengesundheitszentrum, Netzwerk Sexuelle Bildung Steiermark & Rohn, H. (2019). Was bedeutet umfassende sexuelle Bildung? [Book]. Frauengesundheitszentrum und Netzwerk Sexuelle Bildung Steiermark. https://www.frauengesundheitszentrum.eu/wp-content/uploads/2014/08/2019_10_18_Argumentatorium-Netzwerk-Sexuelle-Bildung.pdf
Frawley, T. (2005). Gender Bias in the Classroom: Current Controversies and Implications for Teachers. Childhood Education, 81(4), 221–227. https://doi.org/10.1080/00094056.2005.10522277
Gornick, J. C. & Jäntti, M. (2010). Women, poverty, and social policy regimes: A cross-national analysis. In Luxembourg Income Study, LIS Working Paper Series (No. 534). Luxembourg Income Study (LIS). https://www.econstor.eu/bitstream/10419/95547/1/638264715.pdf
Guerrero, M. A. & Puerta, L. G. (2023a). Advancing Gender Equality in Schools through Inclusive Physical Education and Teaching Training: A Systematic Review. Societies, 13(3), 64. https://doi.org/10.3390/soc13030064
Guerrero, M. A. & Puerta, L. G. (2023b). Advancing Gender Equality in Schools through Inclusive Physical Education and Teaching Training: A Systematic Review. Societies, 13(3), 64. https://doi.org/10.3390/soc13030064
Guerrero, M. A. & Puerta, L. G. (2023c). Advancing Gender Equality in Schools through Inclusive Physical Education and Teaching Training: A Systematic Review. Societies, 13(3), 64. https://doi.org/10.3390/soc13030064
Hollander, J. A. & Beaujolais, B. (2023). “I Have the Right to Defend Myself”: The Underlying Curriculum of Empowerment Self-Defense Training. Sex Roles, 90(1), 166–185. https://doi.org/10.1007/s11199-023-01425-2
Inzlicht, M. & Schmader, T. (2011). Stereotype ThreatTheory, Process, and Application. https://doi.org/10.1093/acprof:oso/9780199732449.001.0001
Marcus, R. (2018). Advancing Learning and Innovation on Gender Norms. https://www.alignplatform.org/sites/default/files/2018-12/align_education_thematic_guide_-_formatted_v4.pdf
McCaughey, M. & Cermele, J. (2015). Changing the Hidden Curriculum of Campus Rape Prevention and Education: Women’s Self-Defense as a Key Protective Factor for a Public Health Model of Prevention. Trauma Violence & Abuse, 18(3), 287–302. https://doi.org/10.1177/1524838015611674
Nuri, A., Asadova, A. & Abulfaz Heyderova, N. (2024). Gender issues in education. In Revista UNES Universidad Escuela Y Sociedad (Bde. 272–278) [Journal-article]. https://www.researchgate.net/publication/386341433
Pilz, S. (2017). Schulentwicklung als Antwort auf Heterogenität und Ungleichheit. In Springer eBooks. https://doi.org/10.1007/978-3-658-18941-9
Ribeiro, E., Farias, C. & Mesquita, I. (2024a). “The Game Changers”: How Equity-Driven Pedagogical Scaffolding Reduces Participation Disparities in Physical Education. Education Sciences, 14(10), 1077. https://doi.org/10.3390/educsci14101077
Ribeiro, E., Farias, C. & Mesquita, I. (2024b). “The Game Changers”: How Equity-Driven Pedagogical Scaffolding Reduces Participation Disparities in Physical Education. Education Sciences, 14(10), 1077. https://doi.org/10.3390/educsci14101077
Rohn, H. (2019). Was bedeutet umfassende sexuelle Bildung? Warum brauchen wir externe Expert*innen an Schulen dafür?: Eine evidenzbasierte Argumentationsgrundlage (1. Online-Fassung). Frauengesundheitszentrum und Netzwerk Sexuelle Bildung Steiermark. https://www.frauengesundheitszentrum.eu/wp-content/uploads/2014/08/2019_10_18_Argumentatorium-Netzwerk-Sexuelle-Bildung.pdf
Silova, I. & Magno, C. (2004). Gender Equity Unmasked: Democracy, Gender, and Education in Central/Southeastern Europe and the Former Soviet Union. Comparative Education Review, 48(4), 417–442. https://doi.org/10.1086/423358
There was an error loading the content. (o. D.). www.jstor.org. https://www.jstor.org/stable/resrep34816.7
Timmons, S., McGinnity, F. & Carroll, E. (2023). Ableism differs by disability, gender and social context: Evidence from vignette experiments. British Journal Of Social Psychology, 63(2), 637–657. https://doi.org/10.1111/bjso.12696
Wippermann, C., DELTA-Institut & Bundesministeriums für Familie, Senioren, Frauen und Jugend. (2021). Sexismus im Alltag [Report].
Create New Paste