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© 2006 The National Coalition for Exemplary Schools
the National Coalition
for Exemplary Schools
“Dramatically improving schools and kids is our business.”
Believe. Expect. Instill.
We Believe our children will go to college.
We Expect our children to go to college.
We will Instill in our children each and every
day that they can and will graduate
from college.
We Believe our children will go to college.
We Expect our children to go to college.
We will Instill in our children each and every
day that they can and will graduate
from college.
The Coalition’s mission is to lead the nation in creating innovative, engaging and motivating environments in which students will thrive.
Offerings that address Gender Education are:
1) Why Go Gender?
This workshop focuses on becoming educated to understand and appreciate the differences in the learning styles, makeup and educational preferences of boys and girls. This is an interactive workshop that allows participants to be involved in activities that illustrate why boys and girls need to be taught and educated differently. Research and results from schools, districts and states that have implemented single-gender initiatives will be shared.
2) How to Go Gender?
Don’t reinvent the wheel. Learn from the experiences of others on how to implement single-gender education in a thoughtful, purposeful and successful manner. During this work session, options for implementation will be explored and discussions will be generated to explore potential pitfalls. A plan for implementation will be developed that engages stakeholders in an empowering manner.
* Single-Gender initiatives fall under the Response to Interventions framework. It is categorized as a type of “differentiated instruction.”
Gender Education
Gender education is an oft-debated topic in education. However, research strongly indicates a disparity in reading achievement between boys and girls. Girls have been shown to be less likely than boys to drop out, get lower grades or be retained. It has been suggested that while reforms were put in place in the 1990s to remove girls’ barriers to success, boys’ under performance has not been adequately addressed. Possible reasons for this run the gamut from the influence of social roles and stereotypes, to left-brain / right-brain theories. This, along with the fact that boys and girls generally have different learning styles and preferences, helps to make a case for the introduction of classrooms that are specifically tailored to the very different needs of boys and girls. We have created specific learning environments to implement gender education.
The Circle of Impact
Life
Learning
