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"James′ text is a wonderful resource for teachers and parents of girls. The practical suggestions for math and science teachers are an absolute highlight. If educators read and follow the encouraging suggestions in this book, more girls would be empowered to succeed in math and science." --Kate Broadley, ResearcherAlliance of Girls′ Schools

Incorporate brain-based research to empower girls in the classroom!

As any classroom teacher can tell you, there are discernible differences in the way girls and boys learn. This engaging, practical guide examines how girls′ unique sensory, physical, cognitive, and emotional characteristics affect their performance in the classroom, and shows you how to adapt classroom experiences to assist girls′ learning, particularly in math and science.

Abigail Norfleet James provides research-based findings to build your understanding of how females learn differently, whether in coed or single-sex settings, and clarifies assumptions held by both teachers and students about themselves. Inside, readers will find:

Specific instructional techniques and practical applications for differentiating instruction in math and science Ways of dealing with girls′ stress Up-to-date findings on left- vs. right-brain learning, styles of learning, and math anxiety Resources, figures, and charts, as well as quizzes in each chapter that introduce the topic and challenge preconceived notions of learning differences

Teach in ways that complement the female brain and give girls the best education possible!

Tabla de contenidos provista por Syndetics

• Foreword
• Acknowledgments
• About the Author
• Introduction
• 1 The Influence of Cognitive Gender Differences
• Quiz
• Part I The Brain and Senses
• Part II The Mind
• 2 Differences in Learning Approaches
• Quiz
• Learning Modalities
• Group Size
• Fairness
• Learning Disabilities
• Synthesizing vs. Analyzing
• 3 Dealing With Stress
• Quiz
• Stress
• Management of Test Anxiety
• Ability vs. Effort
• 4 Teaching Math to the Female Brain
• Quiz
• Performance in Math
• Why Girls Don't Like Math
• What Can Be Done to Help?
• 5 Teaching Science to the Female Brain
• Quiz
• Why Girls Don't Like Science
• Why Girls Should Do Well in Science
• What Can Be Done to Help?
• 6 Teaching Math and Science to Girls in a Coed School
• Sociocultural Issues
• Role Models
• Verbal vs. Visual Approach
• Singe-Sex Classes or Programs
• Practical Applications
• 7 Gendered Instruction
• Virginia Standards of Learning
• Differentiated Instruction
• Multiple Intelligences
• Learning Modalities
• Unit Design
• Empowering Girls as Learners
• Test-Taking Strategies
• Final Words
• 8 Resources and Other Helps
• Math Techniques
• Books
• Web Sites
• Learning Style Assessments
• References
• Index

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CHOICE Review

As the title suggests, this is a book about teaching methods, and as the title also suggests, the author's thesis is that there are gender-specific differences in how girls and boys respond to stimuli and process instruction. Early on James acknowledges that these tendencies are generalizations but argues that recognizing them can be helpful to educators attempting to respond to performance differences in science, technology, and math-related disciplines. Her argument supersedes the tired, mostly political line that gender-specific differences are largely socialized. Rather, the genders think differently, and much of the difference is hardwired. If educators are aware of this, they ought to be able to respond. James cites a good deal of recent neuropsychological research as a basis for her recommendations for differentiating instruction along gender lines. Informed by extensive experience in same-gender school settings, and a good deal of introspection regarding her own tendencies, her suggestions are informative and practical. The author moves from helping students deal with stress, to teaching science and mathematics to girls--making suggestions along the way for what might be helpful in everyday classroom situations. Summing Up: Recommended. General readers, all undergraduate students, and research faculty. D. E. Tanner California State University, Fresno

Notas de autor provistas por Syndetics

Abigail Norfleet James taught for many years in single-sex schools and consults on the subject of gendered teaching to school systems, colleges, and universities. Her area of expertise is developmental and educational psychology as applied to the gendered classroom. Prior to obtaining her doctorate from the University of Virginia's Curry School of Education, she taught general science, biology, and psychology in both boys' and girls' schools.Her previous publications include reports of research comparing the educational attitudes of male graduates of coed schools and single-sex schools, research describing the effects of gendered basic skills instruction, and a report of academic achievement of students in single gender programs. In addition, she has written on differentiated instruction at the elementary school level. She has presented workshops and papers at many educational conferences and works with teachers and parent groups in interpreting the world of gendered education. Her professional affiliations include the American Educational Research Association, the American Psychological Association, the Association for Supervision and Curriculum Development, the Coalition of Schools Educating Boys of Color, the Gender and Education Association, the International Boys' Schools Coalition, and the National Association for Single-Sex Public Education (Advisory Board Member).