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From Research to PracticeFrom Research to Practice Examining Gender Examining Gender
Differences to Increase Differences to Increase Success for AllSuccess for All
Presentation to the American Supervision and Presentation to the American Supervision and Curriculum Development Annual ConferenceCurriculum Development Annual Conference
March 2004March 2004
Edina Public SchoolsEdina Public Schools
MinnesotaMinnesota
2
Gender Gap is a serious issue in American Gender Gap is a serious issue in American education--our stories mirror the worldeducation--our stories mirror the world
District Conducted Gender ResearchDistrict Conducted Gender Research
--Findings, Implications, Discussions, and --Findings, Implications, Discussions, and CommunicationCommunication
Further Implementations and PracticesFurther Implementations and PracticesFuture Commitment--District strategic Future Commitment--District strategic
planningplanning
Presentation Organization
3
Why Did Edina Start the Innovation of Why Did Edina Start the Innovation of Gender Difference Research in 2001? Gender Difference Research in 2001?
Superintendent’s observations of award ceremonies and student lists over years
Parent questions about class ranks and college applications
Educators’ experience in the classroom
Do both boys and girls fully benefit from the Do both boys and girls fully benefit from the American educational system and its American educational system and its instructional delivery?instructional delivery?
4
National and International News National and International News Support Edina’s Research FindingsSupport Edina’s Research Findings
Academic Achievement Gap Between Girls and Boys--Academic Achievement Gap Between Girls and Boys--WashingtonWashington Bureau Special Report, Sep. 19, 2003 Bureau Special Report, Sep. 19, 2003
The Gender Gap: Boys Lagging--The Gender Gap: Boys Lagging--CBSCBS 60 Minutes, May 23, 60 Minutes, May 23, 20032003
Girls Top of the Class Worldwide--Girls Top of the Class Worldwide--UK BBCUK BBC news, Sept. 16, news, Sept. 16, 20032003
Promoting Boys’ Achievement--Promoting Boys’ Achievement--New ZealandNew Zealand, Education , Education Review Office, 2000Review Office, 2000
Boys Performing Badly--Boys Performing Badly--AustraliaAustralia, The Age, 2002, The Age, 2002 A Yawning Gap Between Girls’ and Boys’ Achievement in A Yawning Gap Between Girls’ and Boys’ Achievement in
Canada has been Revealed. --International, 2003Canada has been Revealed. --International, 2003
5
Female and Male Entry Female and Male Entry Rates to UniversityRates to University90%
85%
72%
49% 49%
61%55% 58%
41%36%
0%10%20%30%40%50%60%70%80%90%
100%
New Zealand Sweden Australia UnitedKingdom
United States
Female Male
Data Source: BBC News Report, 9-16-2003. Data Source: BBC News Report, 9-16-2003.
6
The Gap between Girls The Gap between Girls and Boys in Literacy and Boys in Literacy
Scores at Age 15Scores at Age 1551%
46%
36% 34%30% 29%
26% 25%20%
15%
0%
10%
20%
30%
40%
50%
60%
Finlan
d
New Z
eala
nd
Poland
Australi
a
Japan
United S
tates
Portu
gal
Mex
ico
Mex
ico
Kor
ea
Data Source: BBC News Report, 9-16-2003. Data Source: BBC News Report, 9-16-2003.
7
Edina Gender Difference Research Edina Gender Difference Research A District Innovation in 2001A District Innovation in 2001
• Superintendent’s objective in 2001Superintendent’s objective in 2001
• Gender Task ForceGender Task Force
• Data collection and researchData collection and research
• Communication of Findings at local, state and Communication of Findings at local, state and national levelsnational levels
• Implications and ConsiderationsImplications and Considerations
8
Further Gender Difference Practices Further Gender Difference Practices
A Continuous InnovationA Continuous Innovation Changes in the English Language Arts Changes in the English Language Arts
Curriculum and InstructionCurriculum and Instruction Single-Gender Class ExperimentSingle-Gender Class Experiment Differentiation Instruction in Gender Differentiation Instruction in Gender
DifferencesDifferences Investigation of Gender Differences in Investigation of Gender Differences in
learning in AP English Literaturelearning in AP English Literature Future Commitment--District Strategic Future Commitment--District Strategic
Planning in 2004Planning in 2004
9
Research and FindingsResearch and Findings
Phase IPhase I
10
Research QuestionsResearch Questions
• Are there gender differences that influence Are there gender differences that influence student development and learning? student development and learning?
• Can we identify evidence about gender Can we identify evidence about gender differences in the classroom and school?differences in the classroom and school?
• Are there behaviors, expectations, and systems Are there behaviors, expectations, and systems that impact student learning? that impact student learning?
• How can classrooms and schools customize How can classrooms and schools customize instruction best to meet the needs of both boys instruction best to meet the needs of both boys and girls?and girls?
11
Literature ReviewLiterature Review
• Research and commentary during the 60’s, 70’s, and 80’s Research and commentary during the 60’s, 70’s, and 80’s focused on “girls in crisis” in education.focused on “girls in crisis” in education.
• academicallyacademically• sociallysocially• psychologicallypsychologically
• The 90’s introduced research, public discourse, and The 90’s introduced research, public discourse, and educational literature focusing on male underachievement.educational literature focusing on male underachievement.
• academicallyacademically• emotionallyemotionally• sociallysocially
12
Data CollectedData Collected
Student Enrollment and ParticipationStudent Enrollment and ParticipationSecondary Class Rank and Honor RollSecondary Class Rank and Honor RollElementary Reported Student GradesElementary Reported Student GradesStudent Reported Survey DataStudent Reported Survey DataPost-College Status of Edina GraduatesPost-College Status of Edina GraduatesState, National, and International DataState, National, and International Data
13
Edina Public Schools EnrollmentEdina Public Schools Enrollment
49% 49% 49% 49%
51% 51% 51%51%
0%
20%
40%
60%
80%
100%
1998-99 1999-00 2000-01 2001-02
Female Male
14
Edina Students Enrolled in Special Services Edina Students Enrolled in Special Services and Remedial/Intervention Programsand Remedial/Intervention Programs
76% 73%55% 59%
24% 27%45% 41%
0%
20%
40%
60%
80%
100%
120%
SpecialServices
ADHD SuccessCenter
AlternativePrograms
Male Female
15
Edina Elementary Student Grades from Edina Elementary Student Grades from Report CardsReport Cards
8.35 8.59 8.78 8.328.31 8.18 8.28 8.02
2
4
6
8
10
12
Reading Listening &Speaking
Writing Math
Rep
ort
Car
d G
rades
Female Male
16
Edina Secondary School Class Rank, Honor Edina Secondary School Class Rank, Honor Roll, and AwardsRoll, and Awards
67% 65% 59% 60%
35% 40%41%33%
0%10%20%30%40%50%60%70%80%90%
100%
Top ClassRank
A Honor Roll B Honor Roll AcademicAwards
Female Male
17
Edina Scholars, 1997-2002Edina Scholars, 1997-2002
67% 62% 61%70%
60% 63%
38%30%
40% 37%39%33%
0%10%20%30%40%50%60%70%80%90%
100%
1997 1998 1999 2000 2001 2002
Female Male
18
Edina High School Students Enrolled Edina High School Students Enrolled in AP Coursesin AP Courses
43% 43%
33%28%
20%
63%
81%
64%57% 57%
67%72%
80%
19%
36%37%
10%20%30%40%50%60%70%80%90%
100%
US History
GovernmentFrench
Spanish
LiteratureCalc A
B
Computer
Economics
Male Female
19
Results from the Minnesota Results from the Minnesota Comprehensive Assessments, Grade 5Comprehensive Assessments, Grade 5
1386
15691540
1574
1478
1627
1561
1634
1476
1573
15281528
1452
1534 15281554
130013501400145015001550160016501700
Reading 99
Reading 00
Reading 01
Reading 02
Math 99
Math 00
Math 01
Math02
Male Female
20
Edina Grade 10 PLAN Test ResultsEdina Grade 10 PLAN Test Results
18.8
21.9 21.820.9
20
21 2120
21.9
19.318.5
19.4
2122
21
22
1213141516171819202122
Reading 99
Reading 00
Reading 01
Reading 02
Math 99
Math 00
Math 01
Math02
Male Female
21
School Engagement School Engagement Surveys from Edina Secondary StudentsSurveys from Edina Secondary Students
84%
52%
75%64%
42%
56%
0%10%20%30%40%50%60%70%80%90%
They Like School They AreEncouraged at
School
They Do HomeworkDaily
Female Male
22
Edina Students Who Report They Edina Students Who Report They Spend Time Doing Homework DailySpend Time Doing Homework Daily
0%10%20%30%40%50%60%70%80%90%
100%
Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10 Gr 11 Gr 12
Female Male
23
Students Report Spending at Least One Hour Students Report Spending at Least One Hour Doing These Activities Weekly, Grades 6, 9 & 12Doing These Activities Weekly, Grades 6, 9 & 12
69%78%
51%
63% 60%
85%
49%
60%
35%
50%
0%10%20%30%40%50%60%70%80%90%
Music Church Volunteer Reading Games
Female Male
24
Edina Secondary Students Who Report Edina Secondary Students Who Report NeverNever Using Chemicals, Grades 6, 9 and 12Using Chemicals, Grades 6, 9 and 12
86% 84%75%
88%
59% 65%55%
72%70%81%
0%10%20%30%40%50%60%70%80%90%
100%
ReceivedIllegalDrugs
UsedMarijuanaor Hashish
AlcoholicDrinking
BingeDrinking
UsedTobaccoProducts
Female Male
25
Percent of Edina Students Percent of Edina Students Suspended 2001Suspended 2001
100% 97%86%
14%
0%10%20%30%40%50%60%70%80%90%
100%
Elementary Middle Schools High School
Male Female
26
Highest Level of Education Attained for Highest Level of Education Attained for the Class of 1996the Class of 1996
80%100%
39%
61%
100%
0%10%20%30%40%50%60%70%80%90%
100%
HS Diploma orGED
Certificate orAssociate
BA or BS MA or MS
Male Female
27
Percent of Students Who Had Percent of Students Who Had Completed High School Completed High School NationallyNationally
74%76%78%80%82%84%86%88%90%92%
'72 '74 '76 '78 '80 '82 '84 '86 '88 '90 '92 '94 '96 '98
Male Female
28
Percent of High School Graduates Who Percent of High School Graduates Who Attended College Attended College NationallyNationally
30%
35%
40%
45%
50%
55%
60%
65%
70%
'72 '74 '76 '78 '80 '82 '84 '86 '88 '90 '92 '94 '96 '98
Male Female
29
A Widening Gap in A Widening Gap in AchievementAchievement
NAEP Scores, 4th NAEP Scores, 4th Graders, 2000Graders, 2000
222
299
212
303
200
220
240
260
280
300
Girls Trounce Boys in Reading Girls Are Catching Up in Math
Girls Boys
30
Girls Also Dominate in Girls Also Dominate in Extracurricular ActivitiesExtracurricular Activities
27%
46%
29%36%
49%
19%
35%
21%28%
63%
10%
20%
30%
40%
50%
60%
70%
Student Government
Music/Perfo
rmaning Arts
Yearbook Newspaper
Academic Clubs
Athletic Teams
Pen
cent
of
high
sch
ool s
enio
rs
Girls BoysData: Education Dept, National Center for Education Statistics.
Data: Education Dept, National Center for Education Statistics.
31
Most of the Most of the Industrialized WorldIndustrialized World
Ages 25 to 34, with at least a college Ages 25 to 34, with at least a college educationeducation
10%15%20%25%30%35%40%45%50%55%60%
Austr
alia
Brita
in
Cana
da
Finla
nd
Fran
ceJapa
nSp
ain U.S.
Per
cent
age
of P
opul
atio
n
Girls BoysData: Organization for Economic Cooperation & Development
Data: Organization for Economic Cooperation & Development
32
Number of U.S. Women Number of U.S. Women Awarded Degrees Per Awarded Degrees Per
100 Men100 Men1999-2000 Est. 2009-10
Bachelor’sDegrees
133 142
Master’sDegrees
138 151AAllssoo,, wwoommeenn aarree rraappiiddllyy cclloossiinngg tthhee MM..DD.. aannddPPhhDD ggaapp aanndd mmaakkee uupp aallmmoosstt hhaallff ooff llaaww ssttuuddeennttss
Data: Andrew Sum, Northeastern University Center for Labor Market Studies.
Data: Andrew Sum, Northeastern University Center for Labor Market Studies.
33
What Does It Mean for the Economy, What Does It Mean for the Economy, Business and Society that Boys Are Business and Society that Boys Are Falling Behind Girls in Education?Falling Behind Girls in Education?
• Leading more and more to a “girls’ Leading more and more to a “girls’ club” in collegeclub” in college
• Threatening the marriage squeeze Threatening the marriage squeeze • Men could become losers in a global Men could become losers in a global
economy that values mental powereconomy that values mental power
For 30 years, the focus at schools has For 30 years, the focus at schools has been to empower girls, in and out of been to empower girls, in and out of the classroom.the classroom.
Adapted from The New Gender Gap, Business Week, May 26, 2003.
Adapted from The New Gender Gap, Business Week, May 26, 2003.
34
Implementation and PracticesImplementation and Practices
Phase IIPhase II
35
Progress in Implementation and Progress in Implementation and PracticesPractices
• Gender Considerations for Selecting Language Arts Materials
• Differentiation Instruction in Gender Differentiation Instruction in Gender Differences in ClassroomDifferences in Classroom
• Single-Gender Class ExperienceSingle-Gender Class Experience
• Continue investigation of gender differences in Continue investigation of gender differences in student learning style in AP English literaturestudent learning style in AP English literature
36
Language Arts Curriculum Language Arts Curriculum and Instruction Practiceand Instruction Practice
37
Gender Gap in Literacy AchievementGender Gap in Literacy Achievement
• NAEP TestingNAEP Testing
• PISA TestingPISA Testing
38
Changes in Elementary Changes in Elementary Language ArtsLanguage Arts
• Examine Writing Instructional Examine Writing Instructional PracticesPractices
--Writing Workshop--Writing Workshop
--Clear goals and feedback--Clear goals and feedback
--Spelling --Spelling
39
Changes in Elementary Changes in Elementary Language ArtsLanguage Arts
• Reading Instructional PracticesReading Instructional Practices
--Flexible Grouping--Flexible Grouping
--Classroom Libraries--Classroom Libraries
--Reading for Pleasure--Reading for Pleasure
--Reading Comprehension Strategies--Reading Comprehension Strategies
40
Changes in Secondary Changes in Secondary Language ArtsLanguage Arts
• Instructional ConsiderationsInstructional Considerations--Teach and practice concrete --Teach and practice concrete discussion strategiesdiscussion strategies--”Frontload skills”--”Frontload skills”--Social and Physical Considerations--Social and Physical Considerations--Inquiry--Inquiry--Student Control--Student Control--Clear goals and feedback--Clear goals and feedback
41
Changes in Secondary Changes in Secondary Language ArtsLanguage Arts
• CurriculumCurriculum--Young Adult fiction in Middle School--Young Adult fiction in Middle School--Non-fiction--Non-fiction--Range of difficulty and length--Range of difficulty and length--Include humor, action/adventure--Include humor, action/adventure--Non-print (Video, TV, Film, --Non-print (Video, TV, Film, Internet)Internet)--Choice--Choice--Goal of Lifelong Reading--Goal of Lifelong Reading
42
Differentiating Instruction in Differentiating Instruction in Classrooms with Attention to BoysClassrooms with Attention to Boys
• Have lots of things for boys to touch, when reading and writing are Have lots of things for boys to touch, when reading and writing are be taught.be taught.
• Use boy only groups when needed.Use boy only groups when needed.• Encourage close bonding between teacher and students.Encourage close bonding between teacher and students.• Allow physical movement in the classroom.Allow physical movement in the classroom.• Offer opportunities for storytelling and other activities that develop Offer opportunities for storytelling and other activities that develop
imagination and verbal skills.imagination and verbal skills.• Minimize the amount of teacher talk in order to allow more Minimize the amount of teacher talk in order to allow more
discussion among students.discussion among students.• Allow the use of silent manipulative.Allow the use of silent manipulative.• Allow sufficient waiting time, 3-5 full seconds, to answer questions.Allow sufficient waiting time, 3-5 full seconds, to answer questions.
43
Boys and LearningBoys and Learning
• Some boys prefer to work independently.Some boys prefer to work independently.• Some boys may get bored easily and need Some boys may get bored easily and need
stimulation.stimulation.• Some boys enjoy abstract conversations, e.g., Some boys enjoy abstract conversations, e.g.,
debates.debates.• Some boys need to be able to move.Some boys need to be able to move.• Some boys like non-fiction with diagrams and Some boys like non-fiction with diagrams and
charts.charts.• Some boys are visual.Some boys are visual.• Some boys need more time to process questions.Some boys need more time to process questions.* adopted from Frederick County Public Schools, Maryland* adopted from Frederick County Public Schools, Maryland
44
Single-Gender Single-Gender Class ExperimentClass Experiment
Middle School Social Studies Middle School Social Studies ClassesClasses
45
Single-Gender Classes 2002-03Single-Gender Classes 2002-03
• In May 2003, two classes (24 males and 18 In May 2003, two classes (24 males and 18 females) of 9th grade American government females) of 9th grade American government were selected as single-gender classes.were selected as single-gender classes.
• This research attempts to study different This research attempts to study different needs of boys and girls, and seeks approaches needs of boys and girls, and seeks approaches to reduce achievement gaps between genders to reduce achievement gaps between genders embedded into NCLB.embedded into NCLB.
46
Study DesignStudy Design
• The single-gender classes were scheduled for the The single-gender classes were scheduled for the first block of time with 89 minutes, every other first block of time with 89 minutes, every other day.day.
• Two teachers, one female and one male, who Two teachers, one female and one male, who taught these students in co-ed gender classes, taught these students in co-ed gender classes, taught the single-gender classes.taught the single-gender classes.
• The curriculum, activities, and behavior The curriculum, activities, and behavior management policies for the two single-gender management policies for the two single-gender classes were to be as similar as possible.classes were to be as similar as possible.
47
Data CollectionData Collection
• Achievement data--students’ test scores from 2 Achievement data--students’ test scores from 2 quizzes and 2 tests before and after quizzes and 2 tests before and after experiencing the single-gender classes. Data experiencing the single-gender classes. Data included students from the single-gender included students from the single-gender classes and randomly selected co-ed classes.classes and randomly selected co-ed classes.
• Survey data--students’ experience and opinions Survey data--students’ experience and opinions about the single-gender classes.about the single-gender classes.
• Teacher data--Teachers’ experiences and Teacher data--Teachers’ experiences and perspectives.perspectives.
48
Percent of Students Reporting Enjoying Percent of Students Reporting Enjoying Being in Social Studies ClassBeing in Social Studies Class
76%68%
97%
80%
0%10%20%30%40%50%60%70%80%90%
100%
Female Male
Before After
49
Percent of Student Reporting Percent of Student Reporting Students in Class Help Each OtherStudents in Class Help Each Other
74% 72%
100%
65%
0%10%20%30%40%50%60%70%80%90%
100%
Female Male
Before After
50
Percent of Students Reporting Discipline Percent of Students Reporting Discipline and Class Order are Appropriately and Class Order are Appropriately
Maintained in ClassMaintained in Class85%
80%
100%
70%
0%10%20%30%40%50%60%70%80%90%
100%
Female Male
Before After
51
Percent of Students Reporting They are Percent of Students Reporting They are Satisfied with Their Social Studies Satisfied with Their Social Studies
ClassesClasses88% 84%
97%91%
0%10%20%30%40%50%60%70%80%90%
100%
Female Male
Before After
52
Percent of Students Reporting Students Percent of Students Reporting Students in Their Class are Fun to Work within Their Class are Fun to Work with
82% 86%100%
80%
0%10%20%30%40%50%60%70%80%90%
100%
Female Male
Before After
53
Percent of Students Reporting Students Percent of Students Reporting Students in Their Class Participated in All Kinds in Their Class Participated in All Kinds
of Class Activitiesof Class Activities
74%82%78%
89%
0%10%20%30%40%50%60%70%80%90%
100%
Female Male
Before After
54
Percent of Students Reporting They Percent of Students Reporting They Would Like to Stay in Co-Ed ClassWould Like to Stay in Co-Ed Class
88%
74%
56%
86%
0%10%20%30%40%50%60%70%80%90%
100%
Female Male
Before After
55
Achievement ComparisonAchievement Comparison
50% 50%50% 49%
30%
35%
40%
45%
50%
55%
60%
Single-gender class Mixed-gender class
Before After
56
Teacher PreconceptionTeacher Preconception
Female Teacher:Female Teacher:• Girls would be more open Girls would be more open
toto participation.participation.
• Girls would be more relaxed Girls would be more relaxed in class.in class.
• Fewer student discipline Fewer student discipline and classroom management and classroom management problems.problems.
• Girls would be more likely Girls would be more likely to achieve academically at a to achieve academically at a high level.high level.
Male TeacherMale Teacher• A “boys will be boys” A “boys will be boys”
group mentality takes over group mentality takes over the class. Boys would cause the class. Boys would cause more classroom more classroom management problems.management problems.
• Boys will be less distracted Boys will be less distracted by girls and focus more on by girls and focus more on the content of the class.the content of the class.
57
Teacher Observations Teacher Observations for All-Girl Classfor All-Girl Class
• Girls were quiet at the beginning.Girls were quiet at the beginning.• By the end of the quarter, discussions were really By the end of the quarter, discussions were really
flowing.flowing.• An atmosphere of respect for each other that was not An atmosphere of respect for each other that was not
present in a co-ed environment was present in the all-present in a co-ed environment was present in the all-girl class.girl class.
• Girls appeared to focus on the merit of the topic and Girls appeared to focus on the merit of the topic and not on trying to impress either the teacher or not on trying to impress either the teacher or classmates.classmates.
• Fewer offered dissenting opinions than in the all-boy or Fewer offered dissenting opinions than in the all-boy or co-ed classes.co-ed classes.
58
Teacher Observations for All-Teacher Observations for All-Boy ClassBoy Class
• Boys began right away to participate eagerly, Boys began right away to participate eagerly, even aggressively in classroom discussion.even aggressively in classroom discussion.
• A variety of opinions existed and were shared A variety of opinions existed and were shared openly among boys.openly among boys.
• Students discipline and classroom management Students discipline and classroom management were even better than the teacher predicted.were even better than the teacher predicted.
• The group or mob mentality did not really take The group or mob mentality did not really take off.off.
59
Student Observation and Student Observation and PerceptionsPerceptions
Female Students:Female Students:• Diversity of Diversity of
perspectives in class perspectives in class discussion.discussion.
Male StudentsMale Students• Diversity of perspective Diversity of perspective
in class discussion.in class discussion.• Girls study better than Girls study better than
boys and they can help boys and they can help boys.boys.
60
““Boys are fun.”Boys are fun.”--9th grade girls--9th grade girls
61
““Girls are easy on the eyes.”Girls are easy on the eyes.”--9th grade boys--9th grade boys
62
FindingsFindings
• Girls have a more positive attitude toward the Girls have a more positive attitude toward the single-gender classes than boys.single-gender classes than boys.
• When elements of equitable education are When elements of equitable education are present, such as equitable class size, teaching present, such as equitable class size, teaching practice, academic curriculum, and teacher practice, academic curriculum, and teacher collaboration, both boys and girls have an collaboration, both boys and girls have an equitable opportunity to succeed.equitable opportunity to succeed.
• Effective instruction is more important than Effective instruction is more important than grouping of students in single-gender or mixed grouping of students in single-gender or mixed gender classes.gender classes.
63
ConsiderationsConsiderations
• We need to continue exploring the option of single-We need to continue exploring the option of single-gender classes, which may provide experience for gender classes, which may provide experience for students and teachers that they may not be able students and teachers that they may not be able obtain from the co-ed classes.obtain from the co-ed classes.
• The single-gender class may be more suitable for The single-gender class may be more suitable for subjects which require less discussion and less subjects which require less discussion and less emphasis on diverse opinions.emphasis on diverse opinions.
• It is too early to judge the success of the single-It is too early to judge the success of the single-gender classroom experience.gender classroom experience.
64
Recommendations for Future Recommendations for Future Single-Gender ClassSingle-Gender Class
• Offer a single-sex class based on students’ and Offer a single-sex class based on students’ and teachers’ voluntary choice.teachers’ voluntary choice.
• Offer single-sex classes at different ages and in Offer single-sex classes at different ages and in different subjects over a longer period of time.different subjects over a longer period of time.
• Encourage all teachers to gather data about the results Encourage all teachers to gather data about the results of instruction by gender.of instruction by gender.
• Consider replicating the design of this study and Consider replicating the design of this study and
change the gender of the teacher.change the gender of the teacher.
65
Further Further Investigation of Investigation of
Gender DifferencesGender Differences
AP English Literature ClassAP English Literature Class
66
Further Investigation of Gender Further Investigation of Gender Differences in Learning StylesDifferences in Learning Styles
• A survey designed by high school AP English A survey designed by high school AP English teachers was conducted to all classes of AP teachers was conducted to all classes of AP English Literature in Fall 2003 and will be English Literature in Fall 2003 and will be conducted again in May 2004.conducted again in May 2004.
• This survey intends to find any differences This survey intends to find any differences between genders in learning styles and their between genders in learning styles and their preference in reading materials.preference in reading materials.
• One hundred and nine students, 38 male students One hundred and nine students, 38 male students and 71 female students, participated in this survey.and 71 female students, participated in this survey.
67
Students Reporting What They Like to Students Reporting What They Like to Reading in AP English Literature ClassReading in AP English Literature Class
92%
66%
83%
75%
91%
63%
99%
67%72% 73%
90%
53%
50%
60%
70%
80%
90%
100%
Novels Poetry Shortstores
Nonfiction Drama Biography
Males Females
68
Students Reporting What Genre that Students Reporting What Genre that Most Challenge ThemMost Challenge Them
97% 100%
77%
60%
93%
46%
84%
98%
70% 71%
88%
56%
40%
50%
60%
70%
80%
90%
100%
Novels Poetry Shortstores
Nonfiction Drama Biography
Males Females
69
Students Reporting Approaches They Students Reporting Approaches They Prefer to Show Their UnderstandingPrefer to Show Their Understanding
86%
64%
89%
32%
52% 47%
76%60%
94%
27%
55% 52%
20%30%40%50%60%70%80%90%
100%
Males Females
70
Students Reporting the Ways They Students Reporting the Ways They Prefer in DiscussionPrefer in Discussion
77%
59%
93% 95%
53%
74%67%
92% 94%
66%
20%30%40%50%60%70%80%90%
100%
Males Females
71
Students Reporting When Students Students Reporting When Students Disagree During DiscussionDisagree During Discussion
95%
69%
43%
63%
99%
65%
31% 36%
20%30%40%50%60%70%80%90%
100%
Males Females
72
Students Reporting Reading for PleasureStudents Reporting Reading for Pleasure
75%65%
81%89%
77%
97%
20%30%40%50%60%70%80%90%
100%
Males Females
73
Students Reporting Their Preference in Students Reporting Their Preference in Reading in Their Spare TimeReading in Their Spare Time
77%
34%
84%
26%
65%69%
43%50% 48%
55%
89%
79%
57% 59%
46%42%
20%18%16%
73%
10%20%30%40%50%60%70%80%90%
100%
Males Females
74
Findings From the AP English Findings From the AP English Literature SurveyLiterature Survey
• Females prefer to read novels, while males prefer to Females prefer to read novels, while males prefer to read short stories and biographies.read short stories and biographies.
• Females feel the most challenging genres are Females feel the most challenging genres are nonfiction and biography, while males feel the most nonfiction and biography, while males feel the most challenging genre is novels. challenging genre is novels.
• More females enjoy reading for pleasure than males. More females enjoy reading for pleasure than males. Females like to read literature,universal themes, Females like to read literature,universal themes, romances and family, while males like to read romances and family, while males like to read science, history, biography, sports, hobbies, and science, history, biography, sports, hobbies, and technology.technology.
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Further Considerations and Further Considerations and ImplementationsImplementations
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Further Considerations for Further Considerations for Educational PracticesEducational Practices
1.1. Both male and female teachers and staff need to be Both male and female teachers and staff need to be
represented at all levels of education.represented at all levels of education.
2.2. Initiate and systemize professional development for Initiate and systemize professional development for
educators that focuses on gender differences and educators that focuses on gender differences and
similarities in social, emotional, physical, and intellectual similarities in social, emotional, physical, and intellectual
characteristics in learners. characteristics in learners.
3. Using the data, engage in strategic planning that includes 3. Using the data, engage in strategic planning that includes
information and communication about gender differences. information and communication about gender differences.
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Further Considerations for Further Considerations for Educational PracticesEducational Practices
4.4. Engage parents, students, and educators in dialogue and Engage parents, students, and educators in dialogue and planning that results in further understanding and planning that results in further understanding and communication. communication.
5.5. Pay attention to adult and student socializing culture in Pay attention to adult and student socializing culture in schools and classrooms. schools and classrooms.
6.6. Apply brain-based research that gives attention to Apply brain-based research that gives attention to understanding innate gender differencesunderstanding innate gender differences. Consider . Consider innovative classroom arrangements that customize teaching innovative classroom arrangements that customize teaching and learning to meet the unique needs of boys and girls.and learning to meet the unique needs of boys and girls.
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Further Considerations for Further Considerations for Educational PracticesEducational Practices
7.7. Invite and consider the use of dads, moms, grandparents, Invite and consider the use of dads, moms, grandparents, big brothers and sisters to school/ classrooms.big brothers and sisters to school/ classrooms.
8.8. Design mentor programs for both boys and girls. Coach, Design mentor programs for both boys and girls. Coach, tutor, and sponsor individual students based on each tutor, and sponsor individual students based on each individual’s specific interests and goals.individual’s specific interests and goals.
9.9. Don’t confuse discipline with “breaking the spirit” of Don’t confuse discipline with “breaking the spirit” of youth. youth.
1010 Consider educational alternatives to suspension from Consider educational alternatives to suspension from school. Boys need to be in the classroom and in school.school. Boys need to be in the classroom and in school.
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Further Considerations for Further Considerations for Educational PracticesEducational Practices
11.11. Conduct student to student, girls to boys dialogues Conduct student to student, girls to boys dialogues and allow the students to ask the opposite gender:and allow the students to ask the opposite gender:– What are the conflicts and questions we have with each other?What are the conflicts and questions we have with each other?
– What do we want in the way of behavior and understanding from one What do we want in the way of behavior and understanding from one another?another?
– What do we appreciate or admire about each other?What do we appreciate or admire about each other?
12.12. Continue to explore and find effective ways to Continue to explore and find effective ways to support academic engagement on the part of all support academic engagement on the part of all students, especially boys. Consider summer school, students, especially boys. Consider summer school, after and before school options. after and before school options.
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Further Considerations for Further Considerations for Educational PracticesEducational Practices
13.13. The models of best practice are multiple and The models of best practice are multiple and complex, yet very attainable for educators and complex, yet very attainable for educators and communities. Know that this is pioneering work; so communities. Know that this is pioneering work; so involve other school districts in solutions. Engage involve other school districts in solutions. Engage in information sharing seminars with other school in information sharing seminars with other school districts.districts.
14. Overall, keep expectations high for all students and 14. Overall, keep expectations high for all students and communicate that regularly to them! communicate that regularly to them!
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Future Goals and CommitmentsFuture Goals and Commitments
Phase IIIPhase III
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Studying Gender Differences becomes the Studying Gender Differences becomes the
District Strategy in 2004District Strategy in 2004 • The district will develop and implement The district will develop and implement
programs and practices that will address programs and practices that will address gender differences in student gender differences in student performance and other measures of performance and other measures of success.success.
• Implement strategies to better support Implement strategies to better support successes of both genders.successes of both genders.
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Key ComponentsKey Components• Identify best practices.Identify best practices.• Identification of student special needs.Identification of student special needs.• Provide staff development on gender Provide staff development on gender
differences.differences.• Exploring scheduling and course Exploring scheduling and course
offering to accommodate different needs.offering to accommodate different needs.• Hiring practices.Hiring practices.• Programs and activities.Programs and activities.
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PresentersPresentersKen Dragseth, Ph.D., Superintendent (National Superintendent Ken Dragseth, Ph.D., Superintendent (National Superintendent
of the Year, 2003), of the Year, 2003), [email protected]@edina.k12.mn.us
Yi Du, Ph.D., Director of Research and Evaluation, Yi Du, Ph.D., Director of Research and Evaluation, [email protected]@edina.k12.mn.us
Maria Giampietro, Director of Administrative Services, Maria Giampietro, Director of Administrative Services, [email protected]@edina.k12.mn.us
Julie Hatzung, Principal of Coutryside Elementary School, Julie Hatzung, Principal of Coutryside Elementary School, [email protected]@edina.k12.mn.us
Katie Williams, Principal of Concord Elementary School, Katie Williams, Principal of Concord Elementary School, [email protected]@edina.k12.mn.us
*Eileen Johnson, English LA Curriculum Specialist, is absent *Eileen Johnson, English LA Curriculum Specialist, is absent due to illness, due to illness, [email protected]@edina.k12.mn.us
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Thank you very much for Thank you very much for attending this session!attending this session!
We greatly appreciate your We greatly appreciate your feedback!feedback!
For Information, please go to the For Information, please go to the District Website at:District Website at:
www.edina.k12.mn.uswww.edina.k12.mn.us