Samantha Russo and Chelsey Kersh - Girls' and Boys' Education - A Mind Map

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Mind Map on Samantha Russo and Chelsey Kersh - Girls' and Boys' Education - A Mind Map, created by chelsey_kersh on 04/04/2014.

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Samantha Russo and Chelsey Kersh - Girls' and Boys' Education - A Mind Map

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: 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, 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 blah.

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.
1.2.1
1.2.2
1.3
1.4
1.5
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 of each.
2.1 EXAMPLE: The Adams (2013) says, blah blah blah....
2.2
2.3
2.3.1
2.3.2
2.4
2.5
2.5.1
2.5.2
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.

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 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 differences
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...
4.2
4.3
4.4
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 findings.
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.
4.5.1.1 Spark (2014) states that gender gaps alter the benefits of extracuriccular activities and make a positive impact on the lives of rural youth.
4.5.1.2 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 equally.
4.5.1.3 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 education.
4.5.2 Older articles, such as Mead (2008), and newer articles, such as Robelen (2013), discuss test scores at different levels globally.
4.5.2.1 Articles disagree on ways to intervene with the gender gap between test scores.
4.5.2.1.1 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.
4.5.2.1.2 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 with.
4.5.2.2 Mead (2008) and Mead (2006) only find results from boys and girls nationwide.
4.5.2.3 Robelen (2013) finds results from boys and girls globally.
4.5.3 Adams (2013), Robelen (2013), and Mead (2008) both discuss that differences between genders is not the only influence on academic scores.
4.5.3.1 Mead (2008) says that boys are doing miserably in inner cities and also in wealthy school districts. This trend appears throughout the industrialized world.
4.5.3.2 Adams (2013) determined that there were major differences in enrollment patterns by gender among minorities.
4.5.3.3 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?
4.5.4.1 There are many factors that affect test scores besides gender.

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)
4.5.4.1.1 Robelen (2013) focuses results on boys and girls globally. These results differ in industrialized areas.
4.5.4.1.2 Mead (2006) researches the differences in development between boys and girls. Girls succeed faster at language arts whereas boys succeed faster at physical activities.
4.5.4.1.3 Robelen (2013) states that girls are more anxious than boys, especially in mathematics and while taking examinations.
4.5.4.2 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.
4.5.4.2.1 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
4.5.4.2.2 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 every institution.
4.5.4.2.3 Robelen (2013) finds results from boys and girls globally, and concludes that widegender gaps mainly occur only in the United States.
4.5.4.3 Teachers should be aware of the gender gaps, but also create solutions which suit their classrooms.
4.5.4.3.1 Greene (1978) and Robelen (2013) both agree that teachers need to adapt to the students.
4.5.4.3.2 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.
4.5.4.3.3 Extracuriccular activities help students become more well-rounded individuals. Sparks (2014) states that extracurricular activities help indivudals from both genders in rural areas.

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