Table of Contents

Foreword by Monica M. Gillespie
Acknowledgments
About the Author
Introduction
1. The Influence of Cognitive Gender Differences
Quiz
Part I: The Brain and Senses
Part II: The Mind
2. Differences in Learning Approaches
Quiz
Learning Modalities
Group Size
Fairness
Learning Disabilities
Synthesizing vs. Analyzing
3. Dealing With Stress
Quiz
Stress
Management of Test Anxiety
Ability vs. Effort
4. Teaching Math to the Female Brain
Quiz
Performance in Math
Why Girls Don′t Like Math
What Can Be Done to Help?
5. Teaching Science to the Female Brain
Quiz
Why Girls Don′t Like Science
Why Girls Should Do Well in Science
What Can Be Done to Help?
6. Teaching Math and Science to Girls in a Coed School
Sociocultural Issues
Role Models
Verbal vs. Visual Approach
Singe-Sex Classes or Programs
Practical Applications
7. Gendered Instruction
Virginia Standards of Learning
Differentiated Instruction
Multiple Intelligences
Learning Modalities
Unit Design
Empowering Girls as Learners
Test-Taking Strategies
Final Words
8. Resources and Other Helps
Math Techniques
Books
Web Sites
Learning Style Assessments
References
Index

About the Author

Abigail 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).

Reviews

"I haven′t been this excited about a book in a long time. James combines sound, up-to-date scholarship with effective, practical advice. Whether you teach girls or boys or both, this book is an invaluable resource for classroom strategies and professional growth."
*Patricia D. Parisi, Principal*

"Informed by extensive experience in same-gender school settings, and a good deal of introspection regarding her own tendencies, her suggestions are informative and practical. The author moves from helping students deal with stress, to teaching science and mathematics to girls--making suggestions along the way for what might be helpful in everyday classroom situations."
*D. E. Tanner*

"A worthy successor to James’ groundbreaking book, Teaching the Male Brain. This book complements and builds upon other seminal works rooted in brain-based research. However, the point of view is that of an expert practitioner, and each observation about how girls’ brains work and how girls learn is accompanied by voluminous and practical examples that teachers can use daily in their classrooms. This book should be required reading for all who teach girls in both single-sex and coed settings. Reading it will optimize the experience of girls in America’s classrooms."
*Patrick F. Bassett, President*

"James’ text is a wonderful resource for teachers and parents of girls. The practical suggestions for math and science teachers are an absolute highlight. If educators read and follow the encouraging suggestions in this book, more girls would be empowered to succeed in math and science."
*Kate Broadley, Researcher*

"Teaching the Female Brain offers research-based insights for educators and administers to recognize and develop strategies that better meet the preferences of female learners.You are certain to learn something from this book that will inform how you approach your work as a mathematics educator."
*Mark W. Ellis, California State University Fullerton*