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OverviewThis handbook provides: Classic, time-tested research combined with cutting-edge findings that the author has applied with success in her own classroom A qualitative and quantitative research base Useful examples, case studies, and dilemmas that teachers of boys may experience Numerous differentiation strategies for the heterogeneous classroom Trouble-shooting sections Strategies that have been tested, refined, and used successfully in the classroom Full Product DetailsAuthor: Abigail Norfleet JamesPublisher: SAGE Publications Inc Imprint: Corwin Press Inc Edition: 2nd Revised edition Dimensions: Width: 17.70cm , Height: 2.50cm , Length: 25.40cm Weight: 0.730kg ISBN: 9781483371405ISBN 10: 1483371409 Pages: 352 Publication Date: 30 April 2015 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: To order  Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us. Table of ContentsForeword - Bradley Adams Acknowledgments About the Author Introduction Substantiating Research How the Book Is Structured Learning Objectives Part I. Sex and Gender Differences in the Classroom Chapter 1. Brain Basics Are Brains Gendered? Anatomy of the Brain Sex Differences in Brain Function Cognitive Skills Chapter 2. Sensory Differences Vision Hearing Touch Learning Modalities Sensory Differences and Learning Chapter 3. Physical Differences Activity Levels Gross Motor Development Versus Fine Motor Development Targeting Handedness and Dexterity Growth Patterns Physical Differences and Learning Chapter 4. Cognitive Differences Verbal and Language Skills Practice the Skills Necessary for the SAT, ACT, NAEP, and Other Standardized Tests Spatial Abilities Learning Modalities Strategy Development Cognitive Differences and Learning Part II. Societal and Biological Influences Chapter 5. ADHD and Learning Disabilities Attention—ADHD Medication The “At Risk” Student Sleep Attentional and Learning Problems Chapter 6. Social and Emotional Differences The Brain and Emotions Emotional Vocabulary Aggression and Bullying Competition and Cooperation Puberty Alcohol and Drugs Social Influence on School School and Masculinity Learning Applications Emotions and Learning Chapter 7. Students With Other Risks Teachers Culture Adults Boys in Foster Care Boys With Cultural, Linguistic, or Socioeconomic Differences and School Part III. Strategies and Resources for Teaching the Male Brain Chapter 8. Classroom Management Strategies Home Influence Discipline Self-Control Technology Classroom Management and Learning Chapter 9. Content-Specific Suggestions English/Language Arts Mathematics History/Social Studies Science Foreign Languages Fine Arts, Music, and Drama Computer Skills Individual Disciplines and Learning Chapter 10. Gendered Education: Teaching Boys and Girls Together Boys and Girls as Learners Sex and Gender Differences in the Classroom Gendered Education and Learning Chapter 11. Effective Teaching Differentiated Instruction Multiple Intelligences Learning Modalities Unit Design Empowering Boys as Learners Test-Taking Strategies Final Words Chapter 12. Resources and Other Helps Books of Interest Rubrics Learning Style Assessments Resources Books for Boys Ages 6–9 Books for Boys Ages 9–13 Books for Boys Ages 13–18 Graphic Novels References IndexReviewsThis book can be described as the definitive A-Z of teaching boys. Everything, from what makes boys tick to helping them fulfill their potential, is covered in this book. There is a good blend between cognitive theories and psychology, and I found it difficult to put the book down because it answers so many of the questions raised, on a daily basis, in boys' schools by staff and parents. It was refreshing to finally find a book that not only explains the uniqueness of boys but provides the solutions that helps them succeed academically. The book clarifies in readable and understandable language many intuitive feelings that teachers have when teaching boys. Every teacher in a boys' school, or a co-ed school for that matter, should have a copy because it is so refreshing to find a book that focuses on the importance of skills in teaching. It is a remarkable and delightful book which, having been crafted from the writer's own experience, makes it hugely relevant. --Theroshene Naidoo, Deputy Head Dr. James states that 'It is important to approach teaching from a gendered perspective, as not all students learn the same way and teaching them as if they did will not change that fact.' This is the perspective we ask our teachers to take at Allen Middle School in Greensboro, NC. We have several blended classes consisting of heterogeneous, all girls and all boys. Dr. James helped our teachers realize the uniqueness of each student. The strategies and concepts she shared during staff development helped us launch blended classes to best meet the needs of our students. Her book is a practical tool for the classroom teacher. It provides teachers with a plethora of practical, promising practices to motivate and encourage students to perform at or above their potentiality level. --Shelia Gorham, Principal Author InformationAbigail Norfleet James taught for many years in single-sex schools and consults on the subject of gendered teaching to school systems, colleges, and universities. Her area of expertise is developmental and educational psychology as applied to the gendered classroom. Prior to obtaining her doctorate from the University of Virginia’s Curry School of Education, she taught general science, biology, and psychology in both boys’ and girls’ schools. Her previous publications include reports of research comparing the educational attitudes of male graduates of coed schools and single-sex schools, research describing the effects of gendered basic skills instruction, and a report of academic achievement of students in single gender programs. In addition, she has written on differentiated instruction at the elementary school level. She has presented workshops and papers at many educational conferences and works with teachers and parent groups in interpreting the world of gendered education. Her professional affiliations include the American Educational Research Association, the American Psychological Association, the Association for Supervision and Curriculum Development, the Coalition of Schools Educating Boys of Color, the Gender and Education Association, the International Boys’ Schools Coalition, and the National Association for Single-Sex Public Education (Advisory Board Member). 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