Teaching the Male Brain : How Boys Think, Feel, and Learn in School / Edition 1

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Overview

Differentiate your teaching style to address learning differences between girls and boys in the classroom!

The author provides qualitative and quantitative research to show why boys learn differently and demonstrates how you can differentiate teaching strategies to help boys succeed. This easy-to-use handbook shows you how to:

  • Recognize sociological and neurobiological foundations of cognitive gender differences
  • Look critically at curricula and teaching practices, evaluate how well they work with boys, and uncover areas where changes can be made
  • Develop educational approaches, based on research and classroom practice, that are responsive to the learning differences of both boys and girls

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Editorial Reviews

Patrick F. Bassett
"James' book provides the background science and sociology as a framework to explore what we know to be the case, that boys on the whole learn differently than girls. From the revealing vignettes that begin each chapter to the pedagogy of what works, this book should become the practical guide for all of us interested in helping boys succeed. "
Charles M. Stillwell
"A thorough and balanced approach to the research on boys' educational needs. The author's knowledge of current research offers real world, everyday, practical suggestions for teachers who work with male students."
Wendy M. Pearre
"All children need just one caring educator in their lives. James is that champion for boys.Using research-based strategies, this bookunlocks the mystery of how boys learn."
Psyc CRITIQUES: Contemporary Psychology
“James focuses on naturalistic ways that many boys learn, describes a sampling of the extant research on gender differences in learning, demonstrates well a sensitivity to more diverse approaches to curriculum and instruction, and provides resources for teachers to make appropriate accommodations to all students.”
April 2008 Psyc CRITIQUES
“James focuses on naturalistic ways that many boys learn, describes a sampling of the extant research on gender differences in learning, demonstrates well a sensitivity to more diverse approaches to curriculum and instruction, and provides resources for teachers to make appropriate accommodations to all students.”
April 2008 PsycCRITIQUES
“James focuses on naturalistic ways that many boys learn, describes a sampling of the extant research on gender differences in learning, demonstrates well a sensitivity to more diverse approaches to curriculum and instruction, and provides resources for teachers to make appropriate accommodations to all students.”
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Product Details

  • ISBN-13: 9781412936637
  • Publisher: SAGE Publications
  • Publication date: 3/9/2007
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 306
  • Sales rank: 435,065
  • Product dimensions: 7.00 (w) x 10.00 (h) x 0.64 (d)

Meet the Author

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).

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Table of Contents

Foreword
Acknowledgements
About the Author
Introduction
Substantiating Research
How the Book Is Structured
Learning Objectives
Part I: Sex and Gender Differences in the Classroom
1. Brain Basics
Are Brains Gendered?
Anatomy of the Brain
Sex Differences in Brain Function
Cognitive Skills
2. Sensory Differences
Vision
Hearing
Touch
Learning Modalities
Sensory Systems and Learning
3. Physical Differences
Activity Levels
Gross Motor Development v. Fine Motor Development
Targeting
Handedness and Dexterity
Growth Patterns
Physical Differences and Learning
4. Cognitive Differences
Verbal and Language Skills
Practice the Skills Necessary for the SAT and Other Standardized Tests
Spatial Abilities
Learning Modalities
Strategy Development
Cognitive Differences and Learning
Part II: Societal and Biological Influences
5. ADHD and Learning Disabilities
Attention – ADHD
Medication
The “At-Risk” Student
Attentional and Learning Problems
6. Social and Emotional Differences
The Brain and Emotions
Emotional Vocabulary
Aggression and Bullying
Competition and Cooperation
Puberty
Alcohol and Drugs
Social Influence on School
School and Masculinity
Learning Applications
Emotions and Learning
7. Students With Other Risks
Teachers
Culture
Adults
Boys With Cultural, Linguistic, or Socioeconomic Differences and School
Part III: Strategies and Resources for Teaching the Male Brain
8. Classroom Management Strategies
Home Influence
Discipline
Technology
Classroom Management and Learning
9. Content-Specific Suggestions
English/Language Arts
Mathematics
History/Social Studies
Science
Foreign Languages
Fine Arts, Music, and Drama
Computer Skills
Individual Disciplines and Learning
10. Effective Teaching
Differentiated Instruction
Multiple Intelligences
Learning Modalities
Unit Design
Empowering Boys as Learners
Test-Taking Strategies
Final Words
11. Resources and Other Helps
Books of Interest
Rubrics
Learning style Assessments
Resources
References
Index

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Sort by: Showing all of 2 Customer Reviews
  • Anonymous

    Posted May 20, 2007

    A Must Read for Teachers of Boys!

    I found it so refreshing to read a book for teachers that was practical, humorous, and full of useful classroom techniques that can make a real difference in how we teach boys. Ms. James style is clear, enjoyable, and full of ideas for practical classroom applications! All classroom teachers discover that boys and girls learn differently, but they often do not know how to adjust their teaching style to bring out the best in the boys in their classrooms. This book helps a classroom teacher move beyond the 'canned' approach to classroom management, and offers creative and practical ways to do a better job with male and female learners. Ms. James bases her book on extensive brain research, her own classroom experience in single-sex schools, and exhaustive quantitative research. Her conversational style, fascinating case studies, and abundant use of humor make this book fun to read, as well as informative. Any classroom teacher -- in single-sex or coed classrooms -- should read this book.

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    Posted November 15, 2009

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