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1 From Research to Practice Examining Gender Differences to Increase Success for All Presentation to the American Supervision and Curriculum Development.

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Presentation on theme: "1 From Research to Practice Examining Gender Differences to Increase Success for All Presentation to the American Supervision and Curriculum Development."— Presentation transcript:

1 1 From Research to Practice Examining Gender Differences to Increase Success for All Presentation to the American Supervision and Curriculum Development Annual Conference March 2004 Edina Public Schools Minnesota

2 2 ØGender Gap is a serious issue in American education--our stories mirror the world ØDistrict Conducted Gender Research --Findings, Implications, Discussions, and Communication ØFurther Implementations and Practices ØFuture Commitment--District strategic planning Presentation Organization

3 3 Why Did Edina Start the Innovation of Gender Difference Research in 2001?,,Superintendents 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?

4 4 National and International News Support Edinas Research Findings,Academic 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

5 5 Female and Male Entry Rates to University Data Source: BBC News Report, 9-16-2003.

6 6 The Gap between Girls and Boys in Literacy Scores at Age 15 Data Source: BBC News Report, 9-16-2003.

7 7 Edina Gender Difference Research A District Innovation in 2001 Superintendents objective in 2001Superintendents objective in 2001 Gender Task ForceGender Task Force Data collection and researchData collection and research Communication of Findings at local, state and national levelsCommunication of Findings at local, state and national levels Implications and ConsiderationsImplications and Considerations

8 8 Further Gender Difference Practices A Continuous Innovation DChanges in the English Language Arts Curriculum and Instruction DSingle-Gender Class Experiment DDifferentiation Instruction in Gender Differences DInvestigation of Gender Differences in learning in AP English Literature DFuture Commitment--District Strategic Planning in 2004

9 9 Research and Findings Phase I

10 10 Research Questions Are there gender differences that influence student development and learning?Are there gender differences that influence student development and learning? Can we identify evidence about gender differences in the classroom and school?Can we identify evidence about gender differences in the classroom and school? Are there behaviors, expectations, and systems that impact student learning?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?How can classrooms and schools customize instruction best to meet the needs of both boys and girls?

11 11 Literature Review Research and commentary during the 60s, 70s, and 80s focused on girls in crisis in education.Research and commentary during the 60s, 70s, and 80s focused on girls in crisis in education. academicallyacademically sociallysocially psychologicallypsychologically The 90s introduced research, public discourse, and educational literature focusing on male underachievement.The 90s introduced research, public discourse, and educational literature focusing on male underachievement. academicallyacademically emotionallyemotionally sociallysocially

12 12 Data Collected Student Enrollment and Participation Student Enrollment and Participation Secondary Class Rank and Honor Roll Secondary Class Rank and Honor Roll Elementary Reported Student Grades Elementary Reported Student Grades Student Reported Survey Data Student Reported Survey Data Post-College Status of Edina Graduates Post-College Status of Edina Graduates State, National, and International Data State, National, and International Data

13 13 Edina Public Schools Enrollment

14 14 Edina Students Enrolled in Special Services and Remedial/Intervention Programs

15 15 Edina Elementary Student Grades from Report Cards

16 16 Edina Secondary School Class Rank, Honor Roll, and Awards

17 17 Edina Scholars, 1997-2002

18 18 Edina High School Students Enrolled in AP Courses

19 19 Results from the Minnesota Comprehensive Assessments, Grade 5

20 20 Edina Grade 10 PLAN Test Results

21 21 School Engagement Surveys from Edina Secondary Students

22 22 Edina Students Who Report They Spend Time Doing Homework Daily

23 23 Students Report Spending at Least One Hour Doing These Activities Weekly, Grades 6, 9 & 12

24 24 Edina Secondary Students Who Report Never Using Chemicals, Grades 6, 9 and 12

25 25 Percent of Edina Students Suspended 2001

26 26 Highest Level of Education Attained for the Class of 1996

27 27 Percent of Students Who Had Completed High School Nationally

28 28 Percent of High School Graduates Who Attended College Nationally

29 29 A Widening Gap in Achievement NAEP Scores, 4th Graders, 2000

30 30 Girls Also Dominate in Extracurricular Activities Data: Education Dept, National Center for Education Statistics.

31 31 Most of the Industrialized World Ages 25 to 34, with at least a college education Data: Organization for Economic Cooperation & Development

32 32 Number of U.S. Women Awarded Degrees Per 100 Men Data: Andrew Sum, Northeastern University Center for Labor Market Studies.

33 33 What Does It Mean for the Economy, Business and Society that Boys Are Falling Behind Girls in Education? Leading more and more to a girls club in collegeLeading more and more to a girls club in college Threatening the marriage squeezeThreatening the marriage squeeze Men could become losers in a global economy that values mental powerMen 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. Adapted from The New Gender Gap, Business Week, May 26, 2003.

34 34 Implementation and Practices Phase II

35 35 Progress in Implementation and Practices Gender Considerations for Selecting Language Arts Materials Differentiation Instruction in Gender Differences in ClassroomDifferentiation Instruction in Gender Differences in Classroom Single-Gender Class ExperienceSingle-Gender Class Experience Continue investigation of gender differences in student learning style in AP English literatureContinue investigation of gender differences in student learning style in AP English literature

36 36 Language Arts Curriculum and Instruction Practice

37 37 Gender Gap in Literacy Achievement NAEP TestingNAEP Testing PISA TestingPISA Testing

38 38 Changes in Elementary Language Arts Examine Writing Instructional PracticesExamine Writing Instructional Practices --Writing Workshop --Clear goals and feedback --Spelling

39 39 Changes in Elementary Language Arts Reading Instructional PracticesReading Instructional Practices --Flexible Grouping --Classroom Libraries --Reading for Pleasure --Reading Comprehension Strategies

40 40 Changes in Secondary Language Arts Instructional ConsiderationsInstructional Considerations --Teach and practice concrete discussion strategies --Frontload skills --Social and Physical Considerations --Inquiry --Student Control --Clear goals and feedback

41 41 Changes in Secondary Language Arts CurriculumCurriculum --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

42 42 Differentiating Instruction in Classrooms with Attention to Boys Have lots of things for boys to touch, when reading and writing are be taught.Have lots of things for boys to touch, when reading and writing are 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 imagination and verbal skills.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.Minimize the amount of teacher talk in order to allow more 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 43 Boys and Learning Some boys prefer to work independently.Some boys prefer to work independently. Some boys may get bored easily and need stimulation.Some boys may get bored easily and need stimulation. Some boys enjoy abstract conversations, e.g., debates.Some boys enjoy abstract conversations, e.g., 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 charts.Some boys like non-fiction with diagrams and 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

44 44 Single-Gender Class Experiment Middle School Social Studies Classes

45 45 Single-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.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.This research attempts to study different needs of boys and girls, and seeks approaches to reduce achievement gaps between genders embedded into NCLB.

46 46 Study Design The single-gender classes were scheduled for the first block of time with 89 minutes, every other day.The 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.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.The curriculum, activities, and behavior management policies for the two single-gender classes were to be as similar as possible.

47 47 Data Collection Achievement 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.Achievement 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.Survey data--students experience and opinions about the single-gender classes. Teacher data--Teachers experiences and perspectives.Teacher data--Teachers experiences and perspectives.

48 48 Percent of Students Reporting Enjoying Being in Social Studies Class

49 49 Percent of Student Reporting Students in Class Help Each Other

50 50 Percent of Students Reporting Discipline and Class Order are Appropriately Maintained in Class

51 51 Percent of Students Reporting They are Satisfied with Their Social Studies Classes

52 52 Percent of Students Reporting Students in Their Class are Fun to Work with

53 53 Percent of Students Reporting Students in Their Class Participated in All Kinds of Class Activities

54 54 Percent of Students Reporting They Would Like to Stay in Co-Ed Class

55 55 Achievement Comparison

56 56 Teacher Preconception Female Teacher: Girls would be more open to participation.Girls would be more open to participation. Girls would be more relaxed in class.Girls would be more relaxed in class. Fewer student discipline and classroom management problems.Fewer student discipline and classroom management problems. Girls would be more likely to achieve academically at a high level.Girls would be more likely to achieve academically at a high level. 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.

57 57 Teacher Observations for All-Girl Class Girls were quiet at the beginning.Girls were quiet at the beginning. By the end of the quarter, discussions were really flowing.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.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.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.Fewer offered dissenting opinions than in the all- boy or co-ed classes.

58 58 Teacher Observations for All- Boy Class Boys began right away to participate eagerly, even aggressively in classroom discussion.Boys began right away to participate eagerly, even aggressively in classroom discussion. A variety of opinions existed and were shared openly among boys.A variety of opinions existed and were shared openly among boys. Students discipline and classroom management were even better than the teacher predicted.Students discipline and classroom management were even better than the teacher predicted. The group or mob mentality did not really take off.The group or mob mentality did not really take off.

59 59 Student Observation and Perceptions Female Students: Diversity of perspectives in class discussion.Diversity of perspectives in class discussion. Male Students Diversity of perspective in class discussion. Girls study better than boys and they can help boys.

60 60 Boys are fun. --9th grade girls

61 61 Girls are easy on the eyes. --9th grade boys Girls are easy on the eyes. --9th grade boys

62 62 Findings Girls have a more positive attitude toward the single-gender classes than boys.Girls 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.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.Effective instruction is more important than grouping of students in single-gender or mixed gender classes.

63 63 Considerations We 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.We 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.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.It is too early to judge the success of the single- gender classroom experience.

64 64 Recommendations for Future Single-Gender Class Offer a single-sex class based on students and teachers voluntary choice.Offer 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.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.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.Consider replicating the design of this study and change the gender of the teacher.

65 65 Further Investigation of Gender Differences AP English Literature Class

66 66 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.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.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.One hundred and nine students, 38 male students and 71 female students, participated in this survey.

67 67 Students Reporting What They Like to Reading in AP English Literature Class

68 68 Students Reporting What Genre that Most Challenge Them

69 69 Students Reporting Approaches They Prefer to Show Their Understanding

70 70 Students Reporting the Ways They Prefer in Discussion

71 71 Students Reporting When Students Disagree During Discussion

72 72 Students Reporting Reading for Pleasure

73 73 Students Reporting Their Preference in Reading in Their Spare Time

74 74 Findings From the AP English Literature Survey Females prefer to read novels, while males prefer to read short stories and biographies.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.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.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.

75 75 Further Considerations and Implementations

76 76 Further Considerations for Educational Practices 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.

77 77 Further Considerations for Educational Practices 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.

78 78 Further Considerations for Educational Practices 7. 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 individuals specific interests and goals. 9.Dont confuse discipline with breaking the spirit of youth. 10Consider educational alternatives to suspension from school. Boys need to be in the classroom and in school.

79 79 Further Considerations for Educational Practices 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.

80 80 Further Considerations for Educational Practices 13.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!

81 81 Future Goals and Commitments Phase III

82 82 Studying Gender Differences becomes the District Strategy in 2004 The district will develop and implement programs and practices that will address gender differences in student performance and other measures of success.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.Implement strategies to better support successes of both genders.

83 83 Key Components Identify best practices.Identify best practices. Identification of student special needs.Identification of student special needs. Provide staff development on gender differences.Provide staff development on gender differences. Exploring scheduling and course offering to accommodate different needs.Exploring scheduling and course offering to accommodate different needs. Hiring practices.Hiring practices. Programs and activities.Programs and activities.

84 84 Presenters Ken 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.us

85 85 Thank you very much for attending this session! We greatly appreciate your feedback! For Information, please go to the District Website at: www.edina.k12.mn.us


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