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Wس"$)O3wJEz Y"$ Μ4"|0gT  "$j)wQKAeׁ 2$8m -;"$&!sF7TmQ "$ -M(JK+ q"$-{&"kŒE K"$nOu:J~^=0dr"$"&يO%Yy "$= \hJ_IHV<8 y"$}='fD9At;v9 0AA f@8|} g43d3d~0x6 ppp@ <4!d!dT  <4BdBd` j&\___PPT9z}~0___PPT10 g45d5d~0 pp pp? -O =$t|RFrom Research to Practice Examining Gender Differences to Increase Success for All"S,:Presentation to the American Supervision and Curriculum Development Annual Conference March 2004 Edina Public Schools Minnesota} Gender Gap is a serious issue in American education--our stories mirror the world District Conducted Gender Research --Findings, Implications, Discussions, and Communication Further Implementations and Practices Future Commitment--District strategic planning<u;U ~JWhy Did Edina Start the Innovation of Gender Difference Research in 2001? KK(8Superintendent 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 American educational system and its instructional delivery? F,k,jfNational and International News Support Edina s Research FindingsBB(pAcademic Achievement Gap Between Girls and Boys--Washington Bureau Special Report, Sep. 19, 2003 The Gender Gap: Boys Lagging--CBS 60 Minutes, May 23, 2003 Girls Top of the Class Worldwide--UK BBC news, Sept. 16, 2003 Promoting Boys Achievement--New Zealand, Education Review Office, 2000 Boys Performing Badly--Australia, The Age, 2002 A Yawning Gap Between Girls and Boys Achievement in Canada has been Revealed. --International, 2003 ,1 D<3 7 w)Female and Male Entry Rates to University;The Gap between Girls and Boys in Literacy Scores at Age 15?Edina Gender Difference Research A District Innovation in 2001.@"(^Superintendent s objective in 2001 Gender Task Force Data collection and research Communication of Findings at local, state and national levels Implications and Considerations<Further Gender Difference Practices A Continuous Innovation8=D%(Changes in the English Language Arts Curriculum and Instruction Single-Gender Class Experiment Differentiation Instruction in Gender Differences Investigation of Gender Differences in learning in AP English Literature Future Commitment--District Strategic Planning in 2004 DZResearch and Findings Phase IResearch Questions$PAre there gender differences that influence student development and learning? Can we identify evidence about gender differences in the classroom and school? Are there behaviors, expectations, and systems that impact student learning? How can classrooms and schools customize instruction best to meet the needs of both boys and girls? "QnPLiterature Review"($0Research and commentary during the 60 s, 70 s, and 80 s focused on  girls in crisis in education. academically socially psychologically The 90 s introduced research, public discourse, and educational literature focusing on male underachievement. academically emotionally socially\c&n"c&n"Data Collected$$0 Student Enrollment and Participation Secondary Class Rank and Honor Roll Elementary Reported Student Grades Student Reported Survey Data Post-College Status of Edina Graduates State, National, and International Data*lEdina Public Schools Enrollment $NEdina Students Enrolled in Special Services and Remedial/Intervention Programs ON 1Edina Elementary Student Grades from Report Cards 21 9Edina Secondary School Class Rank, Honor Roll, and Awards :9 Edina Scholars, 1997-2002 (1Edina High School Students Enrolled in AP Courses 21$=Results from the Minnesota Comprehensive Assessments, Grade 5 >=  Edina Grade 10 PLAN Test Results ! (8School Engagement Surveys from Edina Secondary Students 98$>Edina Students Who Report They Spend Time Doing Homework Daily ?>(ZStudents Report Spending at Least One Hour Doing These Activities Weekly, Grades 6, 9 & 12 [Z MEdina Secondary Students Who Report Never Using Chemicals, Grades 6, 9 and 12:N$  $ (Percent of Edina Students Suspended 2001")(($9Highest Level of Education Attained for the Class of 1996 :9$=Percent of Students Who Had Completed High School Nationally 2>2$ $$APercent of High School Graduates Who Attended College Nationally @B6$ $$$<A Widening Gap in Achievement NAEP Scores, 4th Graders, 20001Girls Also Dominate in Extracurricular ActivitiesQMost of the Industrialized World Ages 25 to 34, with at least a college education$R!00Number of U.S. Women Awarded Degrees Per 100 MenhWhat Does It Mean for the Economy, Business and Society that Boys Are Falling Behind Girls in Education?ih"Leading more and more to a  girls club in college Threatening the marriage squeeze Men could become losers in a global economy that values mental power For 30 years, the focus at schools has been to empower girls, in and out of the classroom. <[['Implementation and Practices Phase II(((Progress in Implementation and Practices))Gender Considerations for Selecting Language Arts Materials Differentiation Instruction in Gender Differences in Classroom Single-Gender Class Experience Continue investigation of gender differences in student learning style in AP English literature  <]1Language Arts Curriculum and Instruction Practice22("Gender Gap in Literacy Achievement&#"(NAEP Testing PISA Testing#Changes in Elementary Language ArtsdExamine Writing Instructional Practices --Writing Workshop --Clear goals and feedback --Spelling (=e#Changes in Elementary Language ArtsReading Instructional Practices --Flexible Grouping --Classroom Libraries --Reading for Pleasure --Reading Comprehension Strategies h "Changes in Secondary Language ArtsInstructional Considerations --Teach and practice concrete discussion strategies -- Frontload skills --Social and Physical Considerations --Inquiry --Student Control --Clear goals and feedback"ZZ "Changes in Secondary Language ArtsCurriculum --Young Adult fiction in Middle School --Non-fiction --Range of difficulty and length --Include humor, action/adventure --Non-print (Video, TV, Film, Internet) --Choice --Goal of Lifelong Reading" ZZ@Differentiating Instruction in Classrooms with Attention to Boys$A@(Have lots of things for boys to touch, when reading and writing are be taught. Use boy only groups when needed. Encourage close bonding between teacher and students. Allow physical movement in the classroom. Offer opportunities for storytelling and other activities that develop imagination and verbal skills. Minimize the amount of teacher talk in order to allow more discussion among students. Allow the use of silent manipulative. Allow sufficient waiting time, 3-5 full seconds, to answer questions. ZBoys and Learning iSome boys prefer to work independently. Some boys may get bored easily and need stimulation. Some boys enjoy abstract conversations, e.g., debates. Some boys need to be able to move. Some boys like non-fiction with diagrams and charts. Some boys are visual. Some boys need more time to process questions. * adopted from Frederick County Public Schools, Maryland@1Z9Z09Single-Gender Class Experiment$Middle School Social Studies ClassesSingle-Gender Classes 2002-03$In May 2003, two classes (24 males and 18 females) of 9th grade American government were selected as single-gender classes. This research attempts to study different needs of boys and girls, and seeks approaches to reduce achievement gaps between genders embedded into NCLB.  Study Design 0eThe single-gender classes were scheduled for the first block of time with 89 minutes, every other day. Two teachers, one female and one male, who taught these students in co-ed gender classes, taught the single-gender classes. The curriculum, activities, and behavior management policies for the two single-gender classes were to be as similar as possible.  feData Collection 0Achievement data--students test scores from 2 quizzes and 2 tests before and after experiencing the single-gender classes. Data included students from the single-gender classes and randomly selected co-ed classes. Survey data--students experience and opinions about the single-gender classes. Teacher data--Teachers experiences and perspectives.]]DPercent of Students Reporting Enjoying Being in Social Studies Class ED$>Percent of Student Reporting Students in Class Help Each Other ?>(^Percent of Students Reporting Discipline and Class Order are Appropriately Maintained in Class _^$RPercent of Students Reporting They are Satisfied with Their Social Studies Classes SR$JPercent of Students Reporting Students in Their Class are Fun to Work with KJ$cPercent of Students Reporting Students in Their Class Participated in All Kinds of Class Activities dc$DPercent of Students Reporting They Would Like to Stay in Co-Ed Class ED$Achievement ComparisonTeacher PreconceptionFemale Teacher: Girls would be more open to participation. Girls would be more relaxed in class. Fewer student discipline and classroom management problems. Girls would be more likely to achieve academically at a high level.L Male Teacher A  boys will be boys group mentality takes over the class. Boys would cause more classroom management problems. Boys will be less distracted by girls and focus more on the content of the class. 6  (Teacher Observations for All-Girl Class))Girls were quiet at the beginning. By the end of the quarter, discussions were really flowing. An atmosphere of respect for each other that was not present in a co-ed environment was present in the all-girl class. Girls appeared to focus on the merit of the topic and not on trying to impress either the teacher or classmates. Fewer offered dissenting opinions than in the all-boy or co-ed classes.  &Teacher Observations for All-Boy Class '&0(Boys began right away to participate eagerly, even aggressively in classroom discussion. A variety of opinions existed and were shared openly among boys. Students discipline and classroom management were even better than the teacher predicted. The group or mob mentality did not really take off. ))#Student Observation and Perceptions$$?Female Students: Diversity of perspectives in class discussion. /@ pMale Students Diversity of perspective in class discussion. Girls study better than boys and they can help boys. cqD Boys are fun. --9th grade girls8#60 b Girls are easy on the eyes. --9th grade boys,200( Findings 0Girls have a more positive attitude toward the single-gender classes than boys. When elements of equitable education are present, such as equitable class size, teaching practice, academic curriculum, and teacher collaboration, both boys and girls have an equitable opportunity to succeed. Effective instruction is more important than grouping of students in single-gender or mixed gender classes.Considerations 0We need to continue exploring the option of single-gender classes, which may provide experience for students and teachers that they may not be able obtain from the co-ed classes. The single-gender class may be more suitable for subjects which require less discussion and less emphasis on diverse opinions. It is too early to judge the success of the single-gender classroom experience..Recommendations for Future Single-Gender Class /.0Offer a single-sex class based on students and teachers voluntary choice. Offer single-sex classes at different ages and in different subjects over a longer period of time. Encourage all teachers to gather data about the results of instruction by gender. Consider replicating the design of this study and change the gender of the teacher.  VT+Further Investigation of Gender DifferencesAP English Literature Class>Further Investigation of Gender Differences in Learning Styles"?>A survey designed by high school AP English teachers was conducted to all classes of AP English Literature in Fall 2003 and will be conducted again in May 2004. This survey intends to find any differences between genders in learning styles and their preference in reading materials. One hundred and nine students, 38 male students and 71 female students, participated in this survey. KStudents Reporting What They Like to Reading in AP English Literature Class LK$6Students Reporting What Genre that Most Challenge Them 76$EStudents Reporting Approaches They Prefer to Show Their Understanding FE$5Students Reporting the Ways They Prefer in Discussion 65$;Students Reporting When Students Disagree During Discussion <;$'Students Reporting Reading for Pleasure ('$BStudents Reporting Their Preference in Reading in Their Spare Time CB$.Findings From the AP English Literature Survey//Females prefer to read novels, while males prefer to read short stories and biographies. Females feel the most challenging genres are nonfiction and biography, while males feel the most challenging genre is novels. More females enjoy reading for pleasure than males. Females like to read literature,universal themes, romances and family, while males like to read science, history, biography, sports, hobbies, and technology.*Further Considerations and Implementations++0Further Considerations for Educational Practices11(1. Both male and female teachers and staff need to be represented at all levels of education. 2. Initiate and systemize professional development for educators that focuses on gender differences and similarities in social, emotional, physical, and intellectual characteristics in learners. 3. Using the data, engage in strategic planning that includes information and communication about gender differences. @xn0Further Considerations for Educational Practices"10($4. Engage parents, students, and educators in dialogue and planning that results in further understanding and communication. 5. Pay attention to adult and student socializing culture in schools and classrooms. 6. Apply brain-based research that gives attention to understanding innate gender differences. Consider innovative classroom arrangements that customize teaching and learning to meet the unique needs of boys and girls. 4n '0Further Considerations for Educational Practices11(p7. Invite and consider the use of dads, moms, grandparents, big brothers and sisters to school/ classrooms. 8. Design mentor programs for both boys and girls. Coach, tutor, and sponsor individual students based on each individual s specific interests and goals. 9. Don t confuse discipline with  breaking the spirit of youth. 10 Consider educational alternatives to suspension from school. Boys need to be in the classroom and in school.&n0Further Considerations for Educational Practices11(11. Conduct student to student, girls to boys dialogues and allow the students to ask the opposite gender: What are the conflicts and questions we have with each other? What do we want in the way of behavior and understanding from one another? What do we appreciate or admire about each other? 12. Continue to explore and find effective ways to support academic engagement on the part of all students, especially boys. Consider summer school, after and before school options. Jknnk0Further Considerations for Educational Practices11(h13. The models of best practice are multiple and complex, yet very attainable for educators and communities. Know that this is pioneering work; so involve other school districts in solutions. Engage in information sharing seminars with other school districts. 14. Overall, keep expectations high for all students and communicate that regularly to them! 4nbni(Future Goals and Commitments Phase III))BStudying Gender Differences becomes the District Strategy in 2004 "CA$The district will develop and implement programs and practices that will address gender differences in student performance and other measures of success. Implement strategies to better support successes of both genders.$Key ComponentsIdentify best practices. Identification of student special needs. Provide staff development on gender differences. Exploring scheduling and course offering to accommodate different needs. Hiring practices. Programs and activities.$ Presenters& 00Ken Dragseth, Ph.D., Superintendent (National Superintendent of the Year, 2003), kendragseth@edina.k12.mn.us Yi Du, Ph.D., Director of Research and Evaluation, yidu@edina.k12.mn.us Maria Giampietro, Director of Administrative Services, margiampietro@edina.k12.mn.us Julie Hatzung, Principal of Coutryside Elementary School, julhatzung@edina.k12.mn.us Katie Williams, Principal of Concord Elementary School, katwilliams@edina.k12.mn.us *Eileen Johnson, English LA Curriculum Specialist, is absent due to illness, eiljohnson@edina.k12.mn.usQ38;8MpQ 7;    < Q /Thank you very much for attending this session!0/(pWe greatly appreciate your feedback! 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Because after all Don t men have enough advantages already. The colleague s skepticism is understandable. In May, 2000, the cover of the Atlantic Monthly provacatively declared  Girls Rule! but in truth they do not not in ways that we all know matter. Women s average salaries do not match men s and men still dominate boardrooms and the legislature. To speak of an overall male disadvantage would be disingenuous. At least for the moment boys are far more likely than girls to grow up to be the president of the United states, CEO of a major corporation or winner of a Nobel Prize. However, males also figure disproportionately in other statistics as well. Congress may be packed with males but so are our prisons. Boys are more likely to die by accident before the end of their teenage years. They are more likely to commit suicide or be diagnosed with mental, emotional, learning or behavior problems. They dominate the school s lists of  problem students; they are much more likely to fail, be suspended, be expelled or simply tip out of school according to Michael Gurian.,_H L 0޽h ? ̙33f 0 &P(  P^ P S 0P   - P c $  30  - vAmerican NAEP Testing in Grade 8 shows an achievement gap between girls and boys that is almost as great as the gap between white and African American students. Looking at gender differences is a good place to begin because it is the key to success skills of reading and writing are critical to all other discipline. National Assessment of Educational Progress. Male underachievement in reading is measurable in virtually every country that took part. Differences in reading preferences show boys read more for information and less for enjoyment than girls. They read fewer books, comprehend less well and write with less fluency and style. PISA-Programme for International Student Assessment %H P 0޽h ? ̙33  0 Xp(  X^ X S 0P   - X c $4  30  - f0We made decisions based on the best research in LA that is also aligned to gender research. Writing Workshop-process based not a just final product. Accommodates need boys have for choice and variety. Mini lessons provide modeling of what good writers do. Clear goals and feedback- Rubrics and Six Traits of Writing provides clear objective goals. Spelling based on sight words and high frequency used words rather than isolated words. If you d like to know more I would direct you to our Webpage after May 1 for everything about LA$H X 0޽h ? ̙33 0 \T `(  `^ ` S 0P   N ` c $  30   Flex. Grouping- Change criteria for groups so there is variety for example interest one week, skills one week, etc. Class. Leveled Libraries-loaded with non-fiction, humor, action/adventure. Student choice is important. Resources have been put into this area. This is a priority of the district. Reading for Pleasure partner with Media Specialists using summer and contests (Wild About Reading tied to the MN Wild Hockey Team) Boys like competition. Reading Comprehension Strategies throughout the grades Metacognitive modeling of what good readers do STRP Strategic Teaching and Reading Project. Research based reading comprehension model. Developed in California. Across content in both elementary and secondary. H ` 0޽h ? ̙33  0  | @h (  h^ h S 0P   v  h c $!  30    Instructional Considerations- Discussion Strategies literature circles cooperative learning based students have roles in circle that are concretely defined. Student led element of control for boys. Paideia Socratic Seminars teach students the process and let them do it Much more willing to participate in a discussion if there is a process not just what did you think about & Blackboard synchronous chat boys much for comfortable sharing at that level way to engage everyone. Frontload skills-(STRP-6 Traits of Writing) Sense of competence Natural preference of boys to have a concrete way of responding. Social and Physical Considerations: Not just groups or pairs but include topics that encourage discussion with like minded classmates. Drama movement Inquiry type of thinking that complements what we know about gender research Structure units and courses around critical questions Crossroads Thematic questions about identity Course that puts together The Odyssey Truman Show Animal Dreams (Barbara Kingsolver) All delve into question of self-identity. How people fit into a community Student Control- Offer choice and Activities in curriculum every course has at least one required novel that student can make a choice opportunity to read something that they have wanted to read in gr. 6-12. Clear Goals and feedback Rubrics and 6 Traits $L4,% OH h 0޽h ? ̙33 0 f^`p(  p^ p S 0P   X p c $T$  30   Text selection will be on line after May 1 Sensitive to what is best practices in LA as well as gender specific info. 8th gr. Took 1 quarter to read Great Expectation trying to provide much more variety in length and difficulty doesn t mean classics are gone but simply more balance. Important to try to engage students in reading. Back to PISA research we want to engage boys in reading. Distinction particularly in Middle School language arts vs. literature class. (Bombs, barf, fights, and jokes) Lifelong reading partner with Media Center Before Breakfast bookclub at EHS--$Fx4  H p 0޽h ? ̙33D 0 t(  t^ t S 0P    t c $$- 30   vSay this this should not be a slide --46 Not a slide say itH t 0޽h ? ̙33  0 px\(  x^ x S 0P   9 x c $tg9 30  9 R>Research in Process in progressH x 0޽h ? ̙33 0 |B(  |^ | S 0P   9 | c $h9 30  9 8$It fits with what we know you can see why we made the changes in our curriculum These students are gifted and by choice want to be in the highest level of course we offer in our district and yet the gender differences prevail. It doesn t surprise us that boys like biography and non-fiction and are challenged by poetry emotional response required. 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BNational and International News Support Edinas Research Findings*Female and Male Entry Rates to University<The Gap between Girls and Boys in Literacy Scores at Age 15@Edina Gender Difference Research A District Innovation in 2001=Further Gender Difference Practices A Continuous InnovationResearch and Findings Phase IResearch QuestionsLiterature ReviewData Collected Edina Public Schools EnrollmentOEdina Students Enrolled in Special Services and Remedial/Intervention Programs2Edina Elementary Student Grades from Report Cards:Edina Secondary School Class Rank, Honor Roll, and AwardsEdina Scholars, 1997-20022Edina High School Students Enrolled in AP Courses>Results from the Minnesota Comprehensive Assessments, Grade 5!Edina Grade 10 PLAN Test Results9School Engagement Surveys from Edina Secondary Students?Edina Students Who Report They Spend Time Doing Homework Daily[Students Report Spending at Least One Hour Doing These Activities Weekly, Grades 6, 9 & 12NEdina Secondary Students Who Report Never Using Chemicals, Grades 6, 9 and 12)Percent of Edina Students Suspended 2001:Highest Level of Education Attained for the Class of 1996>Percent of Students Who Had Completed High School Nationally BPercent of High School Graduates Who Attended College Nationally =A Widening Gap in Achievement NAEP Scores, 4th Graders, 20002Girls Also Dominate in Extracurricular ActivitiesRMost of the Industrialized World Ages 25 to 34, with at least a college education1Number of U.S. Women Awarded Degrees Per 100 MeniWhat Does It Mean for the Economy, Business and Society that Boys Are Falling Behind Girls in Education?(Implementation and Practices Phase II)Progress in Implementation and Practices2Language Arts Curriculum and Instruction Practice#Gender Gap in Literacy Achievement$Changes in Elementary Language Arts$Changes in Elementary Language Arts#Changes in Secondary Language Arts#Changes in Secondary Language ArtsADifferentiating Instruction in Classrooms with Attention to BoysBoys and LearningSingle-Gender Class ExperimentSingle-Gender Classes 2002-03 Study DesignData CollectionEPercent of Students Reporting Enjoying Being in Social Studies Class?Percent of Student Reporting Students in Class Help Each Other_Percent of Students Reporting Discipline and Class Order are Appropriately Maintained in ClassSPercent of Students Reporting They are Satisfied with Their Social Studies ClassesKPercent of Students Reporting Students in Their Class are Fun to Work withdPercent of Students Reporting Students in Their Class Participated in All Kinds of Class ActivitiesEPercent of Students Reporting They Would Like to Stay in Co-Ed ClassAchievement ComparisonTeacher Preconception)Teacher Observations for All-Girl Class'Teacher Observations for All-Boy Class$Student Observation and Perceptions#Boys are fun. --9th grade girls2Girls are easy on the eyes. --9th grade boys FindingsConsiderations/Recommendations for Future Single-Gender Class,Further Investigation of Gender Differences?Further Investigation of Gender Differences in Learning StylesLStudents Reporting What They Like to Reading in AP English Literature Class7Students Reporting What Genre that Most Challenge ThemFStudents Reporting Approaches They Prefer to Show Their Understanding6Students Reporting the Ways They Prefer in Discussion<Students Reporting When Students Disagree During Discussion(Students Reporting Reading for PleasureCStudents Reporting Their Preference in Reading in Their Spare Time/Findings From the AP English Literature Survey+Further Considerations and Implementations1Further Considerations for Educational Practices1Further Considerations for Educational Practices1Further Considerations for Educational Practices1Further Considerations for Educational Practices1Further Considerations for Educational Practices)Future Goals and Commitments Phase IIICStudying Gender Differences becomes the District Strategy in 2004 Key Components Presenters0Thank you very much for attending this session!  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