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PROJECT TEACH

PROJECT TEACH. TEACH-5 & TEACH-P PLANNING MEETING September 22, 2010. AGENDA. Katie’s Presentation Project TEACH’s Conceptual Framework IRB issues Teacher survey Gendered environment of classroom (if time allows).

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PROJECT TEACH

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  1. PROJECT TEACH TEACH-5 & TEACH-P PLANNING MEETING September 22, 2010

  2. AGENDA • Katie’s Presentation • Project TEACH’s Conceptual Framework • IRB issues • Teacher survey • Gendered environment of classroom (if time allows)

  3. Gendered Teaching Techniques:Teaching the Male and Female BrainsPrepared by K. Galligan • Where is this coming from and who are these people? • Based on “brain-based research” • In response to the inequalities still in education (James) and the issues with educational system, which is failing our kids (Gurian & Sax) • James obtained PhD in Education from U of VA • Gurian – training unknown, speculate MA in counseling • Sax obtained MD, PhD from U of PA

  4. Importance and Relevance for Project Teach Abigail James (among others) promoting gendered teaching strategies and single-sex education Directly opposite of Sanford’s method, but same goals Never any discussion of working on relationships Deterministic attitude about innate, biological, hormonal, and other “brain” differences Cannot change, so have to separate in order to promote successful and welcoming learning environment

  5. Some Specific Brain Differences • The Brain – “Actual Structure” • Amygdala and Hippocampus • Corpus Callosum • Sensory Differences (Hearing and Vision) • Spacial Differences • The Mind – “Thinking and Reasoning” • Verbal Skills (Input/output of information) • Knowledge Recall Problem solving • Analytic Styles • Brain and Cognitive Differences

  6. Applications and Suggestions for the Classroom • Girls: begin with comprehensive discussion before details • Make sure your voice works for girls (not too loud or else they will be startled) • Place them in back if mixed class • Use a lot of color to present info to girls • Facial expressions and body language • Brighter lighting in the classroom for girls • Present information with models and figures early on • Lecture works well for girls • Incorporate writing into math and science • Stress problem solving versus just memorizing • These are only a fraction of the strategizes presented

  7. Interesting Parallels • James is a little more cautious than the others • Important to remember that they have same motive, different method, and different thoughts about same information • Uses Halpern as evidence throughout to argue for gendered techniques single-sex education • Halpern and others use same evidence regard cognitive differences to argue against • Halpern, 2002; Halpern et al., 2007; Halpern, 2009

  8. Peer social influences Child Outcomes: O: Gender Stereotyping Academic stereotyping Academic self-concept Academic self-efficacy Standardized test scores Social competence P: Gender Stereotyping Social competence Academic Readiness T’s Use of Gendered Behaviors/Strategies in their Classrooms Teacher-Child quality of relationship Behavior and Social Relationships O: Learning P: Activities Academic Structure Framework: Phase 1 and 11 T’s Beliefs about Sex Differences T’s Perception of Gender Differences in their Classrooms Behavior and Social Relationships O: Learning P: Activities

  9. Teacher Survey Attitudes & Beliefs Perceptions Behavior & Strategies T’s perceptions of gender segregation in the classroom • How much? • Why? Teacher’s perceptions of how much boys and girls feel that they can interact and understand one another. T’s management of same-sex and other-sex peer interactions T’s beliefs about sex differences in general: • Adult roles • Child-rearing • Gender essentialism T’s treatment of gender non-conforming behavior among children. T’s report of behaviors that boys and girls display in the classroom context T’s encouragement of same-sex and other-sex interactions Vignettes on gender-ambiguous scenarios to tap into gender stereotyping. • Behavioral • Social • Academic T’s use of gender to organize classrooms. • Activities • Seating arrangements T’s perceptions of amount of time they spend with boys vs. girls: • How much? • Why? T’s perceptions of gender differences in learning context (e.g., academic stereotyping) Use of instructional techniques based on popular literature on sex differences in learning: • Assessing the use of techniques proposed in popular sex difference (e.g., Sax & Gurian). • Decisions about curriculum content that concern gender

  10. Child Outcomes 5th graders • Academic Transcripts • Standardized test scores (AIMS) • Teacher’s report on students academic progress Preschool • Teacher-Reported Developmental Profile that taps into Social Competence and School Readiness

  11. Pilot/Survey Study (Fall 2010/Spring 2011) • Project TEACH-5 IRB • Seeking Tempe district/IRB approval to survey all 5th grade teachers in the district and get academic transcripts and standardized test scores on these teachers’ students. • Passive consent for student measures in 5th grade classrooms(if exempt) **UNLIKEY** • Alternative: ask teachers to report on students (in terms of levels of stereotyping, + rely on student grades

  12. Gendered Environment 1. Spatial Organization and Equipment 1.1.Size and proportion of indoor/outdoor areas 1.2. Outdoor playground design and children’s play behaviors (Barbour, 1999): • 1st type of research assessed children’s preference: • Adventure • Contemporary • Traditional

  13. Gendered Environment 1.2. Outdoor playground design (cont.) • 2nd type of research: relationships between children’s play and features of playground • Emphasis on exercise play vs. various play options, in addition to exercise • Equipment available: • Type of playstructure • built of one material vs. many materials • number of items in a playstructure • variety for physical activity and pretend play • Additional equipment: Path, shed, wagons, bikes, play houses, cars, swing set, tire-swings, picnic table, garden area, sandbox, slide, jungle gym, ladder, trees for climbing, various loose parts and outdoor toys, equipment for sports (soccer, baseball, etc). • Spatial configuration of equipment: • equipment scattered vs. clustered, • isolated pieces of equipments vs. linkages of equipment, • space crowded vs. not crowded, • adjacent vs. central area for group games

  14. Gendered Environment 1.3. Presence, size, and proportion of gender-typed areas inside and outside (e.g., space to dance, dollhouse, availability of dress-up clothes) • the square footage devoted to specific “gendered” toys 1. 4. Number of gender-typed and gender-neutral toys • Dolls, kitchen appliances, art supplies • Action figures, trucks, cars, blocks, Legos, games & puzzles, musical instruments • Fine motor skills and manipulaitves 1.5. Location of toys (segregated/mixed) 1.6. Lunch table and routine (segregated/mixed) (Thorne, 1995) 1.7. Napping routine 1.8. Presence of mirror: • girls checking their appearance and making comments about it is hard to stay neat and clean throughout school (Blaise, 2005) 1.9. Presence of a computer and teacher’s user knowledge of it (McNair et al., 2001; Knupfer, 1998)

  15. Gendered Environment 2. Gender Salience 2.1. Presence of uniform: • clothes enforce different rules for boys and girls (Blaise, 2005) 2.2. Proportion of M/F characters on the walls 2.3. Diversity of roles for M/F (e.g., adventure/ aggressive/rescue/nurture themes)

  16. Gendered Environment 3. Classroom management (Thorne, 1995) 3.1. Gender-specific separation or segregation • Lineup, use of bathroom • Taking turns by gender • Calling on kids for announcements, making up study or activity groups by gender vs. people or students, children • by stages of task completion: "everyone at that side table"; "those practicing spelling over in the corner" 3.2. Signs on walls to constrain bodily activities and expression of warrior narratives (“no wrestling”, “no crashing bikes”) (Martin, 1998; Jordan & Cowan, 1995)

  17. Gendered Environment 4. Books 4.1. Number of books with gender-stereotyped and gender-bending themes • Children’s books research (Gooden, 2001; Hamilton, Anderson, Broaddus, & Young, 2006; Purcell & Stewart, 1990): • M are depicted more often • M shown in a greater number of social roles compared to females • M are shown to do fun & adventurous things, while G have more passive roles, needing to be rescued 4.2. Reading logs (gender stereotyping in books that teachers read to kids)

  18. Gendered Environment 5.Teacher philosophy, program description 5.1. Some programs explicitly state that their goal is to teaching children to behave as young ladies and gentlemen (Thorne, 1995)

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