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Educating girls in a classroom

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research
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Advanced
Study
accounting
School/University
westminster

About the document

Sunmade A.
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documents in English
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Type
term papers
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6 pages
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Advanced
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  1. Introduction
  2. The advances
  3. High school boys
  4. History of girls in the classroom
  5. Use of language, time and space
  6. Barriers to learning in the classroom
  7. Traditional learning styles
  8. Teaching styles for working with girls
  9. Personal observations
  10. Conclusion
  11. References

Throughout the course of history, society has been predominantly focused on the needs and actions of men. This issue became such pertinent problem that in the 1970s women from all across the United States began a campaign to advance their rights. While this campaign clearly elucidated the gaps that had been created as a result of focusing on men, it also brought to light an important issue that remains an integral part of research and education: women are notably different from men. While the physical similarities are obvious, what was not evident until this time period was the fact that women had numerous physiological differences that made them respond and react differently to a wide range of physical and psychological stimuli.

[...] What this effectively suggests is that girls simply need a balance of equality in the classroom to be successful. Personal Observations In my personal observations of girls and boys in the classroom, I have noted that boys are typically more boisterous and girls are often more reserved and quite. Boys are fidgety and will often yell out answers when they get excited. Girls, even when excited appear to want to follow the rules of etiquette that have been established in the classroom. [...]


[...] When this information is compared to the data collected with respect to differences in social interaction between males and females, a general pattern of female (and male) behavior begins to take shape. Girls prefer to avoid conflict and engage in conversations that enable them to better understand both the subject and the relationship of the subject to the group (Schwartz & Hanson, 1992). The question and answer format that has been developed in most schools is clearly designed to meet the needs of the male learner. [...]


[...] While it is reasonable to assume that education will not revert to the archaic problems that were present during the colonial periods, it is possible that the overwhelming presence of boys in the classroom will have a particular impact on the specific methods and pedagogies that are utilized. With this in mind, the issue of gender is clearly one that has ramifications for the development of education in the United States. Use of Language, Time and Space Researchers examining the differences between the social interaction of boys and girls in the classroom have noted remarkable contrasts in this specific area. [...]

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