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Old 06-11-2019, 03:50 AM
Location: interior Alaska
4,483 posts, read 3,316,928 times
Reputation: 13778


Originally Posted by TMSRetired View Post
Yes I know. I just gave two examples which really stood out in my memory.
But those women had the opportunity to choose to live that type of lifestyle to get ahead.
Whether or not you decided to pursue it was a personal choice.
That argument would seem to apply just as much to the issue described in the OP, wouldn't it? If young men are not choosing to take full advantage of their education opportunities because they're making personal choices to follow other paths, is it actually a problem that they're not doing as well as young women are?
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Old 06-14-2019, 03:10 AM
Location: Reno, NV
1,535 posts, read 708,496 times
Reputation: 1973
Originally Posted by mitsguy2001 View Post
The big question is, what can schools do differently to help boys?
Shift the balance more toward ways that boys tend to be better at learning, e.g. science labs, field activities, highly visual presentations. Include periodic breaks so students don't have to sit still and concentrate for long periods of time. Definitely don't have multiple consecutive classes in the same classroom.
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Old 06-14-2019, 07:14 PM
6,842 posts, read 3,716,925 times
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I was researching something else today and came across this article ( Why Students and Teachers Donā ) that seems directly applicable to the question at hand, that "flair and sparkle" gets higher grades from teachers than reasoned discussion. The overall article is too long to quote here, but this is the gist:

The student essay below (figure 2) should have been graded at the lower rather than the higher end of the continuum of eight levels: “minimal evidence of achievement” or, at best, “limited evidence of achievement” rather than the highest grade of “exceptional achievement”. For though the essay may have “flair and sparkle” (as one teacher expressed it), it is a poor example of evaluative reasoning, since it systematically confuses the objective goal of reasoned evaluation with the very different goal of explaining subjective preference, an important distinction in critical thinking which the teacher-evaluators apparently missed entirely.

That may be the same effect in play here for rating essays for scholarships.
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