Cory & Manuel_1

Prudensiano Manu
Mind Map by Prudensiano Manu, updated more than 1 year ago More Less
Cecelia Price
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Prudensiano Manu
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Prudensiano Manu
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Prudensiano Manu
Copied by Prudensiano Manu almost 6 years ago
Prudensiano Manu
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Prudensiano Manu
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Prudensiano Manu
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Prudensiano Manu
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Mind Map on Cory & Manuel_1, created by Prudensiano Manu on 04/05/2014.

Resource summary

Cory & Manuel_1

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...
1.2 The main idea of the Greene (1978) is sexism in schools and how it effects students and how to fix it.

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 main idea of the Mead (2006) is she explains the differences between girls and boys and what we can do to fix the problem.
1.4 The main idea of the Mead (2008) is she explains the reasons for basing education on gender and what doing that might be a problem.
1.5 The main idea of the "Why Report on Girls" (1992) talks about why girls aren't getting enough attention.
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 The Robelen (2013) article says that math anxiety causes female students to avoid math courses and carrers.
2.1.1 Teachers should encourage female students to not underestimate their potential.
2.2 The Heitin (2014) article discusses how science teachers unintentionally focus on male students.
2.2.1 Female students engage in class less because of performance anxiety.,
2.3 The Brenneman(2013) article highlights perception about male and female students' behavior .
2.3.1 The idea of perception and reality is presented.
2.4 The Sparks(2014) article presents the notion that participating in extracurricular activities generally ties in with higher G.P.A.
2.4.1 School related activities were associated with higher grades and church activities were associated with better behavior.
2.5 Thr Segal(2013) states that since gender gaps exist they carry over into standardized testing.
2.5.1 The main factor of the SAT is math where males out perform females dramatically.
2.5.2 Maybe a new method of scoring should be introduced to achieve more reliable scores.
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 Connection #2:
3.2 Connection #3 Male and female students perform differently, so the notion of a gender gap is presented
3.2.1 Women perform better than males in reading
3.2.1.1 Teachers are guilty of focusing more on one gender at times.
3.2.2 Male students perform better in Math and Science
3.3 Connection #1: Boys are doing worse and girls are doing better.
3.3.1 Whitmire (2004): boys are struggling.
3.3.2 Adams (2013): More girls are advancing to colleges.
3.4 Both Robelen(2013) and Greene(1978) agree that sexism exists in schools and create a gender gap. Teachers tend to focus on one group more which does not help female students' performace anxiety. The gender gap presents unfair academic opportunity, which we need to fix.
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 The Mead(2006) article elaborates on perceived notions that males are better in math and science and females are better in reading and writing, which all of the articles after 2010 do.
4.3 The Robelen(2013) states that real time anxiety is the same for both genders but the Whitmire(2004) elaborates on how male students are on a decline reguarding performance.
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 EXAMPLE: We found an article entitled, "Brilliant Boys, Good Girls' Sexism in the classroom" (2014) It highlighted three points very similarly to Greene(1978) and Robelen(2013)
4.5.1.1 Teachers pay attention to boys eight times more frequently.
4.5.1.2 Girls are praised for being good in roles that compliment society
4.5.1.3 Teachers are unintentionally biased to certain groups.
4.5.1.4 Girls are praised for neatness and encouraged to read more.
4.5.2 Differences
4.5.2.1 Differences
4.5.3 The mead(2006) article ties in with the newer articles by discussing the gender gap further.
4.5.3.1 The idea tha
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 Girls might be better at language and boys might be better at motor skills, but that is only a generalization. A lot of children will learn on their own. So if we can focus on the problems of each gender and of each student, our future will be more prepared.

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)
4.5.4.2 Idea 2
4.5.4.2.1 blah blah
4.5.4.2.2 la la la
4.5.4.3
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