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    • DAY 1-INTRODUCTION AND DATA LITERACY
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WorkSheets

DAY 1 Morning

CASE STUDIES

Is Gendered Achievement an issue in your school?

Do boys or Grls do better?

Write a case study of your school

Identify general patterns, give causes and explore possibloke causes.

If you come from the same school you may work as a group. Present the case to your group.

 

DAY 2 Afternoon

Do we have a problem, Scarborough?

If you are in a primary school, identify is there is a problem of gendered achievement.

Secondary school personnel can work with their feeder primary schools.

  1. You will be supplied with 2009 and 2013 National Test Data-both the norm and standards referenced indices.
  2. Your tutor will take you through one calculation
  3. For the TOTAL SCORES, calculate the meaNs for  males and females.
  4. Insert two cells below and put in the formulae for means and standard deviations
  5. For each cohort, you must calculate four scores-Math 1 and Math 3 and Lang 1 and Lang 3
  6. Use one of the effect size calculators below to calculate Cohen's d-the standrdized mean difference. Place the Males in Group 1.
  7. You need to work out the Standard Deviation in EXCEL

BECKER EFFECT SIZE INDICATOR

EFFECT SIZE CALCULATORS

Use the rubric to judge whether there is a difference

RESULT WHAKER

If the difference is medium sized or large (or above 0.35), also calculate d for the strands

Compare the number of males and females below the lowest benchmark. Calculate the ratio.

 NEW EFFECT SIZE INTEPRETER

 

Example-Belle Garden AC Primary

No. of Females=22; Mean=60.85; SD=13.28; No Below Benchmark=0'

No. of Males=23; Mean= 40.65; SD=20.04; No Below benchmark=8

Cohen's d=*1.19

Inference= LARGE

Relative Size of Cohen's d
negligible effect (>= -0.15 and <.15)
small effect (>=.15 and <.40) 
medium effect (>=.40 and <.75)
large effect (>=.75 and <1.10) 
very large effect (>=1.10 and <1.45)
huge effect >1.45 



 

DAY 2 Morning

Theory

Discuss each of the following theories with refernce to your school

Socialziation and masculinity

How are males and females socialized?

Teacher and classroom practices

How do teachers treat males and females

Neighbourhood and Community

Consider aspirations, expectations and socialization practices

School and system practices

How are makes and females distributed through system practices? What are the outcomes

Structural Influences

Are males marfinalized by the system?

Identify which theory explains how situation the best by look for confirming and disconfirming instances



DAY 2 Afternoon

Whole School Approach

Work as a group if individuals in a cluster of schools to develop a whole school plan for improving (1) Literacy (2) Writing (3) Reading (4) Mathematics. (Choose 1)

Focus on Leadership, teaching-learning, assessment, structures,

Use an action plan and consider action steps, persons responsible resources, and evidence for success.

SAMPLE ACTION PLAN



DAY 3 Morning

SOCIOCULTURAL/PEDAGOGIC INTERVENTIONS

Select from one of the following interventions and develop a three week programme for the males in your school

Improving achievement and literacy schoolwide

Building male excellence (masculinity)

A boy friendly school and classrooms

Active Learning

Participatory Learning and Collaborative Assessment

DAY 3 Afternoon

Write a Case Study

Select ONE case/student/Class and write about one of the following issue in your school-Discuss and Share in Group.

1)     Issues related to the male identity

2)     Building empathy and emotional literacy

3)     Focusing upon motivation and engagement

4)     Diagnosing weaknesses in achievement and behaviour

 

DAY 4 Morning

READING

The Screening Tool

Elementary School

Secondary School



DAY 4 Afternoon

Ilustrate/Demosntrate through role play any ONE strategy for teaching writing to boys.



DAY 5 Morning Only

Choose one of the following and write a case study an individual student you have experienced.

Identify incidents/events, possible causes, and apply the theory you have learned.

A troubled boy

A ladette

A low achieving boy

A violent boy





 The author of the instruments


Frank C. WORRELL, PhD

 
Professor *
Degrees: 
Ph.D., University of California, Berkeley; Educational Psychology
B.A. (Hons.), M.A., University of Western Ontario, Psychology
Profile: 

Frank C. Worrell is a Professor in the Graduate School of Education at the University of California, Berkeley, and holds affilate appointments in the Psychology Department (Social and Personality area), and with the Center for Child and Youth Policy, the Center for Race and Gender, and the Center for Latino Policy Research. His current appointments include Director of the School Psychology program, Faculty Director of the Academic Talent Development Program, and Faculty Director of the California College Preparatory Academy

 --- More on Link---

WRITING A CASE STUDY

A case study is about a real life situation

  1. Describe the situation focusing on the selected problem
  2. Conduct an analysis by refelcting on the appropriate theory
  3. Suggest possible solutions

Advice

USING THE RIGHT ASSESSMENT TOOL TO COLLECT DATA

  1. Use National Tests for Whole School and Classroom Screening

  2. Use Screening tools for School and Classroom Screening

  3. Use continuous formative assessments and running records to monitor student progress

  4. Use diagnostic tests such as DIBELS to identify specific weaknesses of individual stduents

 

 

 PEELING BACK THE DATA

 

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