Bergen, Doris "The Role of Pretend Play in Children's Cognitive Development" Early Childhood Research and Practice v4; National Spring 2002
This article/essay considered the play habits of boys and girls. It also provided analysis on the cognitive effect of early habits distinctly unique to particular genders. Research shows that young males are more apt to play in solitude, using toys, or tools that provide stimulation without the necessity to interact with other people. Whereas in this regard, females are more social, or conversational in their activities. This helps to illustrate the "natural" tendencies of both female and male learners.
"Boys' Reading Commission." National Literacy Trust, 2 July 2012. Web. 29 Oct. 2015.
This text talks about the many different difficulties that young men are having in the school system in England and Wales. Many of the problems that we are facing here in the United States with boys literacy achievement are also happening overseas. It dives into topics such as; the impact of gender identity, issues in the school system, and the home environment.
DeBray-Pelot, Elizabeth, and Patrick McGuinn. "The New Politics of Education: Analyzing the Federal Education Policy Landscape in the Post-NCLB Era." Educational Policy 23.1 (2009): 15-41. Web. 30 Oct. 2015.
This article talks about some of the polictial arguments surrounding educational reform. Though the article focuses mostly on the lawmaking trends and developments, it shows how literacy is affected by sponsors in the American Government. The article covers the political markers which lead to the No Child Left Behind legislation, and address how the creation of national laws can affect literacy in schools.
Ertl, Bernhard, and Kathrin Helling. "Promoting Gender Equality in Digital Literacy." Journal of Educational Computing Research, 45.4 (2011): 477-503.
This article examines and studies the difference in gender when it comes to digital literacy. It explains how computer based learning shows proof of increasing motivation and attainment in students. However, computer based learning provides for an unequal learning opportunity when talking about gender, and proving to be more in favor of boys than girls. This article gives insight into these differences in gender and digital literacy and how it can affect in class learning. It also elaborates on the interactions between genders and computers, which can help a teacher to become more aware and careful when incorporating computer based learning into the classroom. This article also shows students perception of these gender digital literacy differences and presents four dimensions on how teachers can help to close gender difference gaps involving digital literacy.
Fetler, Mark. "Sex Differences on the California Statewide Assessment of Computer Literacy." Sex Roles: A Journal of Research: 181-191. Print.
This text dives into the abilities that both boys and girls have with computer science literacy. Fetler also goes into the attitudes that both genders have towards computer literacy. Since boys seemed to have more exposure to technology and computers, their literacy and attitudes towards computers were at a higher level than the girls.
This article covers some of the tactics which teachers are beginning to employ in the classroom. The strategies are evidence of a move to find solutions for the male learning gap. This article also places a special interest group in our sphere. The group is called the Association for Supervision and Curiculum Developmen. The ASCD is an advocay group consisting of teachers, researchers, and administrators. This group is global and enables educators to collaborate on many new ideas with the goal of improving education.
Hartman, Pamela. "Loud on the Inside: Working Class Girls, Gender and Literacy." Research in the Teaching of English 41.1 (2006): 81-117. JSTOR. Web. 1 Nov. 2015.
This article is about how economic status and race affect students. The article covers a groups we haven't yet look at in class, young, working, white women. This article is interesting because it compares females to males in literacy development, but also takes into consideration the funds of knowledge acquired through real world working environments. This article also provides a resource to begin research on the sponsors of literacy that exist for students. I hope to use this article as a gateway into researching the gap between sponsors focusing on female literacy, and those focused on developing male education.
Jacobson, Malia. "Are Boys Being Left Behind?" - ParentMap. N.p., 31 May 2015. Web. 29 Oct.
2015. The main topic of this article was the observation of one principal who experienced the gender gap in today's educational system first hand, noting the emotional, disciplinary, and social differences between boys and girls. What this article hit on was the fact that boys are treated very differently in comparison to girls, how our shift in education is not in their current favor given their social and biological differences.
Law, James, Robert Rush, Samantha Parsons, and Ingrid Schoon. "The Relationship Between Gender, Receptive Vocabulary, and Literacy from School Entry Through to Adulthood." International Journal of Speech-Language Pathology, 15.4 (2013): 407-415.
This article examines and studies the relationship between gender and literacy development from the age of five to adulthood durning the time frame of 1970-2004. This article focusses more on oral language development and how boys are known to be slower at language development than girls. The study included aspects of receptive vocabulary, non-verbal performance, and overall literacy. The article states that the difference between the two genders may be a direct representation on how they are assessed and the sensitivity to the assessment that each gender faces. For example, these sensitivities include, age, input of parents, biological risks and developmental health. The findings of this study prove that boys have an advantage over girls when it comes to receptive vocabulary and the only difference between the genders at an early age is a direct reflection of the parents reading abilities. However, this article does state that early learning differences do not continue through to adulthood and that the learning gap being faced in schools at early ages, is due to the measures used in assessing the language development of both genders, due to not taking the sensitivities of each gender into consideration.
Millard, Elaine "Differently Literate: Boys, Girls, and the Schooling of Literacy" Taylor and Francis e-Library, 2002
This source provided insight into the tasks that apparently come more natural to a certain gender and offers analysis regarding the reasons why. It discusses early developmental issues between genders and works to identify possible solutions to previously non-dissected, or under-analyzed issues. This source greatly considers the physical differences in cognitive learning ability and works to highlight distinct differences in the literacy acquisition in both males and females.
2015. In this article the author highlights a few of the traits that can cause a gap within learning circles between boys and girls in the area of brain development and social construct. As the author notes, many boys and girls have been viewed as "blank slates" by their parents, that there are no pre-existing constructs that influence boys and girls differently. This is untrue, as the author cites recent discoveries that have caused us to think differently about how boys and girls learn, namely, that their brains develop at different rates: girls mature faster than boys, and even after boys catch up, there are still many areas that they specialize in. However, there are certain aspects of behavior that affect learning that can be influenced by society.
Taylor, Donna Lester. "“Not Just Boring Stories”: Reconsidering the Gender Gap for Boys." Journal of Adolescent & Adult Literacy 48.4 (2004): 290-98. Web. 9 Nov. 2015.
This article helped to explain the different solutions in which teachers can help to close literacy gaps between boys and girls. It talked about the learning differences between the genders and why it is important for teachers to be aware of these differences.
United States Department of Education. "Statistics" 2015 ed. Web. 21 October 2015 <http://www.ed.gov>
This website was utilized to compile statistics that compare the academic achievements, at least with regard to standardized scores of both males and females separately. These statistics were incorporated to provide a visual demonstration of the gender gap. Though comparative data between males and females is telling, it's important to note the differences, and successes of some state's diminished achievement gaps and their overall performance.
Bergen, Doris "The Role of Pretend Play in Children's Cognitive Development" Early Childhood Research and Practice v4; National Spring 2002
This article/essay considered the play habits of boys and girls. It also provided analysis on the cognitive effect of early habits distinctly unique to particular genders. Research shows that young males are more apt to play in solitude, using toys, or tools that provide stimulation without the necessity to interact with other people. Whereas in this regard, females are more social, or conversational in their activities. This helps to illustrate the "natural" tendencies of both female and male learners.
"Boys' Reading Commission." National Literacy Trust, 2 July 2012. Web. 29 Oct. 2015.
This text talks about the many different difficulties that young men are having in the school system in England and Wales. Many of the problems that we are facing here in the United States with boys literacy achievement are also happening overseas. It dives into topics such as; the impact of gender identity, issues in the school system, and the home environment.
DeBray-Pelot, Elizabeth, and Patrick McGuinn. "The New Politics of Education: Analyzing the Federal Education Policy Landscape in the Post-NCLB Era." Educational Policy 23.1 (2009): 15-41. Web. 30 Oct. 2015.
This article talks about some of the polictial arguments surrounding educational reform. Though the article focuses mostly on the lawmaking trends and developments, it shows how literacy is affected by sponsors in the American Government. The article covers the political markers which lead to the No Child Left Behind legislation, and address how the creation of national laws can affect literacy in schools.
Ertl, Bernhard, and Kathrin Helling. "Promoting Gender Equality in Digital Literacy." Journal of Educational Computing Research, 45.4 (2011): 477-503.
This article examines and studies the difference in gender when it comes to digital literacy. It explains how computer based learning shows proof of increasing motivation and attainment in students. However, computer based learning provides for an unequal learning opportunity when talking about gender, and proving to be more in favor of boys than girls. This article gives insight into these differences in gender and digital literacy and how it can affect in class learning. It also elaborates on the interactions between genders and computers, which can help a teacher to become more aware and careful when incorporating computer based learning into the classroom. This article also shows students perception of these gender digital literacy differences and presents four dimensions on how teachers can help to close gender difference gaps involving digital literacy.
Fetler, Mark. "Sex Differences on the California Statewide Assessment of Computer Literacy." Sex Roles: A Journal of Research: 181-191. Print.
This text dives into the abilities that both boys and girls have with computer science literacy. Fetler also goes into the attitudes that both genders have towards computer literacy. Since boys seemed to have more exposure to technology and computers, their literacy and attitudes towards computers were at a higher level than the girls.
Gurian, Michael, and Kathy Stevens. "10 Essential Strategies for Teaching Boys Effectively." ASCD Epress 6.4 (2010). Web. 17 Nov. 2015.<http://www.ascd.org/ascd-express/vol6/604-gurian.aspx>.
This article covers some of the tactics which teachers are beginning to employ in the classroom. The strategies are evidence of a move to find solutions for the male learning gap. This article also places a special interest group in our sphere. The group is called the Association for Supervision and Curiculum Developmen. The ASCD is an advocay group consisting of teachers, researchers, and administrators. This group is global and enables educators to collaborate on many new ideas with the goal of improving education.
Hartman, Pamela. "Loud on the Inside: Working Class Girls, Gender and Literacy." Research in the Teaching of English 41.1 (2006): 81-117. JSTOR. Web. 1 Nov. 2015.
This article is about how economic status and race affect students. The article covers a groups we haven't yet look at in class, young, working, white women. This article is interesting because it compares females to males in literacy development, but also takes into consideration the funds of knowledge acquired through real world working environments. This article also provides a resource to begin research on the sponsors of literacy that exist for students. I hope to use this article as a gateway into researching the gap between sponsors focusing on female literacy, and those focused on developing male education.
Jacobson, Malia. "Are Boys Being Left Behind?" - ParentMap. N.p., 31 May 2015. Web. 29 Oct.
2015. The main topic of this article was the observation of one principal who experienced the gender gap in today's educational system first hand, noting the emotional, disciplinary, and social differences between boys and girls. What this article hit on was the fact that boys are treated very differently in comparison to girls, how our shift in education is not in their current favor given their social and biological differences.
Law, James, Robert Rush, Samantha Parsons, and Ingrid Schoon. "The Relationship Between Gender, Receptive Vocabulary, and Literacy from School Entry Through to Adulthood." International Journal of Speech-Language Pathology, 15.4 (2013): 407-415.
This article examines and studies the relationship between gender and literacy development from the age of five to adulthood durning the time frame of 1970-2004. This article focusses more on oral language development and how boys are known to be slower at language development than girls. The study included aspects of receptive vocabulary, non-verbal performance, and overall literacy. The article states that the difference between the two genders may be a direct representation on how they are assessed and the sensitivity to the assessment that each gender faces. For example, these sensitivities include, age, input of parents, biological risks and developmental health. The findings of this study prove that boys have an advantage over girls when it comes to receptive vocabulary and the only difference between the genders at an early age is a direct reflection of the parents reading abilities. However, this article does state that early learning differences do not continue through to adulthood and that the learning gap being faced in schools at early ages, is due to the measures used in assessing the language development of both genders, due to not taking the sensitivities of each gender into consideration.
Millard, Elaine "Differently Literate: Boys, Girls, and the Schooling of Literacy" Taylor and Francis e-Library, 2002
This source provided insight into the tasks that apparently come more natural to a certain gender and offers analysis regarding the reasons why. It discusses early developmental issues between genders and works to identify possible solutions to previously non-dissected, or under-analyzed issues. This source greatly considers the physical differences in cognitive learning ability and works to highlight distinct differences in the literacy acquisition in both males and females.
Morgan, Linda. "How Gender Affects Learning." - ParentMap. N.p., 30 Aug. 2007. Web. 27 Oct.
2015. In this article the author highlights a few of the traits that can cause a gap within learning circles between boys and girls in the area of brain development and social construct. As the author notes, many boys and girls have been viewed as "blank slates" by their parents, that there are no pre-existing constructs that influence boys and girls differently. This is untrue, as the author cites recent discoveries that have caused us to think differently about how boys and girls learn, namely, that their brains develop at different rates: girls mature faster than boys, and even after boys catch up, there are still many areas that they specialize in. However, there are certain aspects of behavior that affect learning that can be influenced by society.
Taylor, Donna Lester. "“Not Just Boring Stories”: Reconsidering the Gender Gap for Boys." Journal of Adolescent & Adult Literacy 48.4 (2004): 290-98. Web. 9 Nov. 2015.
This article helped to explain the different solutions in which teachers can help to close literacy gaps between boys and girls. It talked about the learning differences between the genders and why it is important for teachers to be aware of these differences.
United States Department of Education. "Statistics" 2015 ed. Web. 21 October 2015 <http://www.ed.gov>
This website was utilized to compile statistics that compare the academic achievements, at least with regard to standardized scores of both males and females separately. These statistics were incorporated to provide a visual demonstration of the gender gap. Though comparative data between males and females is telling, it's important to note the differences, and successes of some state's diminished achievement gaps and their overall performance.