Leveraging Gender Differences to Boost Test Scores

Autor/in	Costello, Bill
Titel	Leveraging Gender Differences to Boost Test Scores
Quelle	In: Principal, 87 (2008) 3, S.48-52 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-6062
Schlagwörter	Cognitive Style; Educational Improvement; Gender Differences; Teaching Methods; Teacher Education; Federal Legislation; Academic Achievement; Tests; Scores; Race; Ethnicity; Family Income; Disabilities; English (Second Language); Language Proficiency; Second Language Learning + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Teaching improvement; Unterrichtsentwicklung; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Bundesrecht; Schulleistung; Examination; Prüfung; Examen; Rasse; Abstammung; Ethnizität; Familieneinkommen; Handicap; Behinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb
Abstract	Teacher training in gender differences can help prevent schools from failing AYP. Teachers who understand how the learning style of boys differs from the learning style of girls can leverage that knowledge to boost test scores by applying it across all four subgroups, which are defined by race/ethnicity, income, disability, or English-speaking ability. (Author).
Anmerkungen	National Association of Elementary School Principals (NAESP). 1615 Duke Street, Alexandria, VA 22314. Tel: 800-386-2377; Tel: 703-684-3345; Fax: 800-396-2377; e-mail: naesp@naesp.org; Web site: http://www.naesp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10