Dickson J. Gurrola

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Description

Mind Map on Dickson J. Gurrola, created by acuario_azul_17 on 04/02/2014.

Resource summary

Dickson J. Gurrola

Annotations:

  • Use the Note Area to cite sources of information you found. Click the upper right corner of the box to make the note pad appear, then type.
1 Level 2: Main ideas before 2010
1.1 The main idea of the Sexism in Schoolsarticle is that Schools limit the liberty of choice and males and female are both pushed into typical stereotype roles (Greene 1978)
1.2 The most relevant point of the The truth about Boys and Girls article was the belief that boys are lagging behind in academics behind girls because of the way the curriculum is structured (Mead 2006)

Annotations:

  • Note the citation here - it is APA style.  The author's last name and the date of the article/book.  Then at the end, you would have a list of references in APA style that would include the name of the article/book - like what most of you did for your biography project.
1.3 The basic idea of How Schools Shortchange Girls is that women are forced into feminen roles in the workforce because of a sexist education systme has led them there. http://usatoday30.usatoday.com/news/opinion/2004-12-02-boys-girls-academics_x.htm
1.4 The main argument with the article of The Problem with gender based education was that there wasn not enough research and teachings were bieng done based on stereotypes of boys and girls instead of actual research. (Mead 2008)
1.5 The main idea of Boys are strugling is that boys are having trouble with commmunication skills because overly feminine teaching faculty in early grades (whitmire 2004)
2 Level 2: Main ideas after 2010.
2.1 The most argued poins in the Math, Reading Gaps By Gender Persist article was that worldwide boys were lakcing in readin while girls in math. (Roblen 2013)
2.2 The main argument in Science Teachers Favor Males in Class, was that teachers tended to pay more attention to boys than to girls in (Heitin 2014)
2.3 The article of Better to Be Lucky Than Good: The Persistent Gender Gap in Standardized Testing by Segal aknowledges that boys have done historically done better than boys, but more importantly than that it tries to understand why this happens (Segal 2013)
2.4 Mead in her ariticle of Composition at New York's Elite Public Schools, tries to understand why boys outrpresent girlls in top tier schools if girls are doing better than boys on average. (Mead 2013)
2.5 The main ide on the artice of Asian Boys Beat American Boys at Behavior was that boys in the USA behave much more disruptive than Asian boys when comparing them side by side with girls. (Brenneman 2013)
3 Level 1: CONNECTIONS

Annotations:

  • Here is where you show evidence of your thinking. Connect the pieces about boys and girls' education that you have found to be the same in sources before 2010 (which we read for the discussions) and in sources you found dated after 2010.
3.1 The idea that teachers have favortism towards one sex over the other, is supported by both articles of Sexismi in School and Science Teachers Favor Males in Class (GREENE 78) and (Heitin 2014)
3.2 Both of these authors agree, boys are in crisis as they contninue to lag beind sinificantly behind girls. (Boys are strugiling 2004 ) and Composition of Newyorks Elite (Mead 2013)
3.3 Studies continue to suggest there is something that causes boys and girls to learn in diffrent ways as suggested by Math, Reading Gaps by Gender Persist and The Truth About boys and Girls (Mead 2006) and (Robelen 2013)
4 Level 3: Differences BEFORE and AFTER older and recent class articles
4.1 While the article of Boys are Struggling arues that boys are having a harder time in school the artilce of Math, Reading Gaps By Gender Persist argues that boys are doing better thand their female counter parts. (Robelen 2013) (Whitmire 2004)
4.2 Alghouh Heitin insists that males are given an unfair advantage and prefrence in school as she argues in Science Teachers Favor Males in Class the artilce on How schools Shorchange girls, argues exactly the opposite (Heitin 2014)
4.3 In her aritilce Composition at New York's Elite Public Schools Mead es tablishes that boys are over represented, The article Boys arre strugling argued thatt boys are not over represented, but in fact are fallin behind in attaining a college education. (Mead 2013)
4.4 Level 4: Simililarities and Differences AFTER 2010 group connections and class artiicles
4.4.1 Both artiticles Everyday Sexism founder Laura Bates heads to Bristol for Festival of Ideas and Sexisim in school agree that schools either purposely or unconciosly push women to fullfill roles that are tsociety usually difines as femenine, and thus liimiting the opportunities for women to grow in professional areas. (Greene 79) (Bates 2014)
4.4.2 On one side one Jefferosn, one of our founding fathers believed that boys are more capable than women at intelectual acivities as he stressed that males are the ones that should be able to attend college (Jefferson 1787), while on the other hand Njidek A Focal Point to Inspire Passion for STEM Education in Girls by (Njideka 2014) stressed that boys and girls do learn equallly and should be giiven the same opportunity to pursue typically male professions
4.4.2.1 One one side trimby in her article of Sexism and Genders (Trimby 2014) and the other Of the Mode of Education Proper in a Republic, by Benjamin Rush (1798) is that Trimby argued a woman is just as capable as a man of attending higher level education while Rush emphasized that women should only take classes that help them become better mothers and "good wives"
4.4.3 Although not directly liniked both artiices from To Teach beginning again (Ayers 2001) and the article from Community: A Focal Point to Inspire Passion for STEM Education in Girls (Njideka 2014) stress that everybody is capable of great things. Ayers does this by emphaszing the theory of 'Kidwatching' saying that teachers should have faith in their students, he never mentions ththat either boys and girls might have some disadvantage in the learning abilities. And Njideka stresses this by saying boys are just as capalble at learning math and science subjects as boys.
4.4.4 Level 5: Conclusions
4.4.4.1 Although the argument still exists of whether boys and girls learn differently i certainly agree with Sarah Mead In her Article of The Problem with Gender-Based Education, instead of arguing over this debatable issue the fact still remains that few qualified individuals such as neuroscientis are actuallly doing research and teachers are rarely given a course relevant to theese theories. In a nutshell the education system should invest more on researching this topic instead of just assuming that ideas that are based on little or no research at all. (Mead 2008)

Annotations:

  • http://www.hereiswhereifound.com.  A notation needs to be on each of your bubbles in this area - support what you believe!  For example, you could refer to something in "Savage Inequalities", in which case you would write: (Kozol, 1991)
4.4.4.2 After reading many articles such as Math, Reading Gaps By Gender Persist and Science Teachers Favor Males in Class among others i have come to the conclusion that there is a slight favortism or presure on boys do take up more "masculine" roles and professions and that women are infact limited or encouraged to follow the general feminiene stereotype. Causing women to be underepresented in more technical jobs besides having the same capacities. (Robelen 2013) (Heitin 2014)
4.4.4.3 While the research is still ongoint and some experts say one thing and others say another, one thing can be sure, teahers have an important role in limiting their own unconcious biassees. Since the research is not conclusive, untill then, teachers should strive to teach in most bi-gender friendly as possible keeping in mind that boys and grils should have the liberty of choosing their future, and not have a third entity tell them what is what they are "good at".
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