Samantha Russo and Chelsey Kersh - Girls' and Boys' Education - A Mind Map
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: Sources Before 2010. In the
bubbles below, record the main
idea of each of the five articles
we read for the discussion
posts. Use dates in APA style.
1.1 EXAMPLE: The main idea of
the Mead(2008) article is...Blah, blah,
1.1.1 Optional Point #1
1.1.2 Point #2
1.2 EXAMPLE: The main idea of the Greene
(1978) article is ...blah blah
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.
2 Level 2: Sources After 2010. Choose
5 of the 8 new articles I
provided, or search the web
for others. Any combination
is also fine. In the bubbles
below, record the main idea
2.1 EXAMPLE: The Adams (2013)
says, blah blah blah....
3 Level 1: At least three connections go in
bubbles on this level. What have you
found to remain the same throughout
both time periods (before 2010 and after
2010) concerning girls' and boys' ed?
Write these connections in
boxes/bubbles on this level.
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 There were different scores between genders.
3.2 Teachers should adhere and be conscious of gender differences
3.2.1 Mead (2006) claims that boys are scoring higher
and achieving more than before
3.2.2 Robelen (2013) calls for directly adressing
anxiety that girls have with math.
3.2.3 Mead (2006) states that girls are
improving at a faster rate than boys
3.3 Boys are falling behind academically.
3.3.1 Fewer males are enrolling in college than females
3.4 Both Mead (2006), and Robelen (2013) find
that teachers should be aware and base
their teaching styles off of the gender
4 Level 3: What differences in the updated information did you find?
Compare articles dated after 2010 to those dated
before 2010. Record at least three.
4.1 EXAMPLE: Mead (2008) said blah blah
blah; however, Adams
(2013) says blah blah blah...
4.5 Level 4: Look at sources dated after 2010 that your group
found for this week's discussion posts. On this
level, show at least two likenesses (to the right) and two
differences(to the left) you found as you studied these and
ANY other works we have studied in the course. Cite your
4.5.1 We found that the
articles Mead (2008),
Greene (1978), Adams
(2013) and Spark (2014)
agree that school needs
to be a center of learning and focus around students.
18.104.22.168 Spark (2014) states that gender
gaps alter the benefits of
extracuriccular activities and make
a positive impact on the lives of
22.214.171.124 Greene (1978) generally expresses the
opinion that teachers need to adapt to
the students, be aware of the gender
gap, but focus on treating every student
126.96.36.199 Adams (2013) and Mead (2008) both discuss the
gaps between males and females. Gender gaps did
not exist due to development, but due to quality of
4.5.2 Older articles, such as Mead (2008),
and newer articles, such as Robelen
(2013), discuss test scores at different
188.8.131.52 Articles disagree on ways to intervene
with the gender gap between test
184.108.40.206.1 Greene (1978) and Robelen (2013) agree that intervention needs to be up to
the teachers discretion. Teachers need to create a stimulating learning
environment for both genders.
220.127.116.11.2 Heitin (2014) and Mackie (2004) state that affirmative action needs to
change to help girls. There are differences in how boys and girls grow
over time, and there has to be a focus on what boys and girls struggle
18.104.22.168 Mead (2008) and Mead (2006) only find
results from boys and girls nationwide.
22.214.171.124 Robelen (2013) finds results from boys and girls
4.5.3 Adams (2013), Robelen (2013), and Mead (2008)
both discuss that differences
between genders is not the only
influence on academic scores.
126.96.36.199 Mead (2008) says that boys are doing
miserably in inner cities and also in
wealthy school districts. This trend
appears throughout the industrialized
188.8.131.52 Adams (2013) determined that there were
major differences in enrollment patterns by
gender among minorities.
184.108.40.206 Robelen (2013) "While statistically significant, the difference dwarfed by
the far larger gaps seen by race, ethnicity, and income level."
4.5.4 Level 5: What conclusion(s) have you drawn about girls and boys' education
as a result of synthesizing all you have read for this assignment?
220.127.116.11 There are many factors that affect test scores
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)
18.104.22.168.1 Robelen (2013) focuses results on boys and
girls globally. These results differ in
22.214.171.124.2 Mead (2006) researches the differences in
development between boys and girls. Girls
succeed faster at language arts whereas boys
succeed faster at physical activities.
126.96.36.199.3 Robelen (2013) states that girls are more anxious than boys, especially in mathematics and while taking examinations.
188.8.131.52 Test scores differ at global levels. We should be aware of the differences, but we should not agree
with every opinion written in an article.
184.108.40.206.1 Gender gaps occur mainly in
industrialized areas. The majority of the
research studies, such as
Mead (2006), Mead (2008), Heitin (2014),
and Adams (2013) all bass their research
in the United States of America
220.127.116.11.2 A lot of authors will state their opinion on why
something occurs, such as gender gaps, but the
authors do not provide solutions that will work for
18.104.22.168.3 Robelen (2013) finds results from boys and
girls globally, and concludes that widegender
gaps mainly occur only in the United States.
22.214.171.124 Teachers should be aware of the gender gaps, but
also create solutions which suit their classrooms.
126.96.36.199.1 Greene (1978) and Robelen (2013) both
agree that teachers need to adapt to the
188.8.131.52.2 Teachers need to be aware of the condition of each student. According to
Robelen (2013), anxiety is very common among women. Teachers could
inform their students of both genders and help them with anxiety issues.
184.108.40.206.3 Extracuriccular activities help students become
more well-rounded individuals. Sparks (2014)
states that extracurricular activities help
indivudals from both genders in rural areas.