Teaching the Female Brain

How Girls Learn Math and Science
1. Auflage 2009
ISBN: 978-1-4129-6710-5
Verlag: SAGE Publications

Buch, Englisch, 208 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 425 g

"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, Researcher
Alliance 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!

Autoren/Hrsg.

James, Abigail Norfleet

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Geschlechterpädagogik

Inhaltsverzeichnis

Foreword by Monica M. Gillespie
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

Über Autor(innen)

James, Abigail Norfleet
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).