Educating Boys: Examining Which Learning Style Is Most

Effective

Educating Boys: Examining Which Learning Style Is Most

Effective

An Action Research Project By Peta-Gaye T. Grey

Education 702.22Spring 2010

An Action Research Project By Peta-Gaye T. Grey

Education 702.22Spring 2010

Table of ContentsTable of Contents

Introduction-Statement of the Problem 3

-Review of Related Literature 4-8-Statement of the Hypothesis 9

Introduction-Statement of the Problem 3

-Review of Related Literature 4-8-Statement of the Hypothesis 9

Statement of the ProblemStatement of the Problem

There are significant differences in the ways girls and boys learn. Traditional education-the “sit down, be quiet and learn” approach-a system in place for decades and far more suitable to female learning, has been falling boys for a long time.

There are significant differences in the ways girls and boys learn. Traditional education-the “sit down, be quiet and learn” approach-a system in place for decades and far more suitable to female learning, has been falling boys for a long time.

Review of Related LiteratureReview of Related Literature

Boys are impulsive, special-kinesthetic and physical aggressive learners. The focus on introducing more-boy friendly teaching strategies in the classroom has increased.

(Carrier, 2009)

Boys and girls, because of differences in brain construction, have differing educational needs and schools are not meeting boys’ needs.

(Weaver-Hightower, 2003)

Boys are impulsive, special-kinesthetic and physical aggressive learners. The focus on introducing more-boy friendly teaching strategies in the classroom has increased.

(Carrier, 2009)

Boys and girls, because of differences in brain construction, have differing educational needs and schools are not meeting boys’ needs.

(Weaver-Hightower, 2003)

Review of Related LiteratureReview of Related Literature

A Meta-Analytic Validation of the Dunn and Dunn Model of Learning- Style Preferences.

(Dunn, Griggs,Olson, & Beasley, 2001)

Gender Characteristics of Children in the Primary Stage of Instruction.

(Buzhigeeva, 2004)

A Meta-Analytic Validation of the Dunn and Dunn Model of Learning- Style Preferences.

(Dunn, Griggs,Olson, & Beasley, 2001)

Gender Characteristics of Children in the Primary Stage of Instruction.

(Buzhigeeva, 2004)

Review of Related LiteratureReview of Related Literature

Elementary School Students’ Learning Preferences and the Classroom Learning Environment: Implications for Educational Practice and Policy.

(Johnson, 2006)

The Problem of Boys’ Literacy Underachievement: Raising Some Questions.

(Watson, Kehler & Martino, 2010)

Elementary School Students’ Learning Preferences and the Classroom Learning Environment: Implications for Educational Practice and Policy.

(Johnson, 2006)

The Problem of Boys’ Literacy Underachievement: Raising Some Questions.

(Watson, Kehler & Martino, 2010)

Review of Related LiteratureReview of Related Literature

Male Teachers And The “Boy Problem”: An Issue Of Recuperative Masculinity Politics.

(Martino & Kehler, 2006)

Educating Boys: Tempering Rhetoric With Research. (Froese-Germain, 2006)

Male Teachers And The “Boy Problem”: An Issue Of Recuperative Masculinity Politics.

(Martino & Kehler, 2006)

Educating Boys: Tempering Rhetoric With Research. (Froese-Germain, 2006)

Review of Related LiteratureReview of Related Literature

Teaching to the Minds of Boys. (King & Gurian, 2006)

Reaching Boys: An International Study of Effective Teaching Practices.

(Reichert & Hawley, 2010)

Teaching to the Minds of Boys. (King & Gurian, 2006)

Reaching Boys: An International Study of Effective Teaching Practices.

(Reichert & Hawley, 2010)

Statement of the HypothesisStatement of the Hypothesis

HR1: Conducting engaging, active and hands-on lessons with the boys in Class A will promote successful learning and hold their interest.

HR1: Conducting engaging, active and hands-on lessons with the boys in Class A will promote successful learning and hold their interest.