Aktion	Zweigstelle	Standorte	Status	Frist	Vorbestellungen
Vorbestellen	Zweigstelle: 07., Urban-Loritz-Pl. 2a	Standorte: PN.EG Gurian / College 3b - Englisch / Regal 314	Status: Verfügbar	Frist:	Vorbestellungen: 0

VERLAGSTEXT: / / / In this profoundly significant book, author Michael Gurian has revised and updated his groundbreaking book that clearly demonstrated how the distinction in hard-wiring and socialized gender differences affects how boys and girls learn. Gurian presents a proven method to educate our children based on brain science, neurological development, and chemical and hormonal disparities. The innovations presented in this book were applied in the classroom and proven successful, with dramatic improvements in test scores, during a two-year study that Gurian and his colleagues conducted in six Missouri school districts. / / Explores the inherent differences between the developmental neuroscience of boys and girls / Reveals how the brain learns / Explains when same sex classrooms are appropriate, and when they¿re not / / This edition includes new information on a wealth of topics including how to design the ultimate classroom for kids in elementary, secondary, middle, and high school. / / / AUS DEM INHALT: / / / / ACKNOWLEDGMENTS / INTRODUCTJON / Who We Are and What We 00 / How to Use This New Edition / Success Stories Since the Missouri Pilot / Innovating with Single-Sex Options / Moving Forward at the Nexus of Science and Practice / / PART ONE / HOW BOYS AND GIRLS LEARN DIFFERENTLY / / I HOW THE BRAIN LEARNS: / INHERENT DIFFERENCES BETWEEN BOYS AND GIRLS / The Wide Spectrum of Gender in the Brain / How the Brain Works / How Boys' and Girls' Minds Are Different / Deve10pmental and Structural Differences 25 / Chemical Differences 27 / Hormonal Differences 27 / Functional Differences 29 / Differences in Processing Emotion 3 I / / Why the Brains Are Different 37 / ABrief History of Brain Difference 38 / The Role ofHormones in the Womb and at Puberty 40 / 2 HOW BRAIN-BASED DIFFERENCES AFFECT / BOYS AND GIRLS 43 / Areas of Learning-Style Difference 44 / Deductive and Inductive Reasoning 44 / Abstract and Concrete Reasoning . 45 / Use of Language 45 / Logic and Evidence 46 / The Likelihood ofBoredom 46 / Use ofSpace 47 / Movement 47 / Sensitivity and Group Dynamics 47 / Use ofSymbolism 49 / Use ofLearning Teams 49 / Learning Differences and the Intelligences 50 / Time and Sequence 50 / Space and Place 5I / Applying the Intelligences to Brain-Based Gender Difference 52 / The State of Boys and Girls in Our Schools 54 / Advantages for Boys, Challenges for Girls 54 / Advantages for Girls, Challenges for Boys 56 / Applying Brain-Based Research to Gender Advantage 57 / Studies Based on Political Assumptions 64 / The Political Search for Workplace Privation 66 / Creating the Ultimate C1assroom 67 / / PART TWO / CREATING THE ULTIMATE CLASSROOM FOR / BOTH BOYS AN D GIRLS / 7' / Authors' Note 72 / / THE UlTIMATE PRESCHOOl AND / KINDERGARTEN ClASSROOM 75 / The Foundation of Early Learning: Bonding and / Attachment 76 / Handling Children's Emotional Stress 78 / Bonding and Attachment Solutions 80 / Day Care, Preschool, and Kindergarten Community / Building 86 / The Case for Preschool 86 / Parents as Teachers 87 / The Parent Education Coordinator 88 / Nutrition and Learning 89 / Carbohydrates, Pro teins, and the School Day 89 / FattyAcids 91 / Dealing with Aggressive Behavior 92 / Aggression Nurturance 95 / Increasing Empathy Nurturance and Verbalization 96 / Discipline Techniques 99 / The Outdoor Classroom 101 / Directing Boys and Girls to Academic Excellence 103 / Teaching Math and Spatials 105 / Language Development I 13 / Special Education 117 / Creating a Tribe: Bonding and School-Home Alliances I I 8 / Use of Psychotropic Medications 119 / The Ultimate Preschool and Kindergarten Classroom / for Both Boys and Girls 123 / For the Boys 123 / For the Girls 124 / Tips for Parents 125 / / THE ULTIMATE ElEMENTARY SCHOOl ClASSROOM / Structural Innovations / Use ofSchool Time 130 / / Class Size, Number ofTeachers, and Teacher-to-Student / Ratio 133 / Using Group Dynamics and Group Work as a Basis of / Pedagogy 135 / Use ofComputers and Other Media in Elementary School 137 / The Outdoor Classroom 139 / Bonding and Attachment in Elementary Learning 142 / Handling Students' Emotional Stress 149 / The Role of the Mentor 155 / Community Collaboration: Mentors from Outside / the School 158 / How to Provide Discipline in the Elementary Classroom 160 / Learning from Past Mistakes 161 / Discipline Techniques After an Offending Act 163 / Discipline Techniques to Prevent Undisciplined Behavior 168 / Motivation Techniques 170 / Character Education 171 / CHARACTERplus 172 / Integrating Character Education into the Whole School 173 / Dealing with Cruelty, Hazing, and Violence 174 / Definition ofTerms 175 / Zero-Tolerance Policies 176 / Innovations for Academic Excellence 180 / Innovations for Teaching Language Arts, Especially / Reading and Writing 180 / Innovations for Teaching Math and Science 184 / Standardized Testing 189 / Special Education, Learning Disabilities, and / Behavioral Disabilities 191 / Class Within a Class 193 / Fast ForWord 195 / Other Spatial Stimulants and Use ofMovement 195 / The Multisensory Approach to Reading Problems 196 / Cooperative and Competitive Learning 196 / Sports and Athletics 199 / / The Ultimate Elementary Classroom for Both Boys / and Girls 200 / For the Boys 200 / For the Girls 201 / Tips for Parents 203 / 5 THE UlTIMATE MIDDlE SCHOOl ClASSROOM / Structural Innovations / Single-Sex Education 206 / Rites ofPassage 215 / Use ofUniforms 218 / Classroom Size and Other Innovations 220 / Bonding and Attachment 222 / The Early Adolescent's Drop in Self-Esteem 223 / Handling Students' Emotional Stresses 225 / Community Collaboration 231 / How to Provide Discipline in the Middle School C1assroom 234 / Strategies for Providing Discipline 234 / Mandatory Sports 238 / Character Education 240 / Innovations for Teaching Language Arts and Math / and Science 243 / Innovations for Teaching Language Arts 243 / Innovations for Teaching Math and Science 247 / Girls and Computer Science 249 / Special Education 250 / Rethinking Special Education Through the Lens of / Gender and the Brain 252 / Innovations for Dealing with Behavioral Elements of / Special Ed 255 / The Underachiever as a Special Ed Category 257 / "Mr. Daba": The Power of Bonding 258 / The Ultimate Middle School C1assroom for Both / Boys and Girls 26, / For the Boys 262 / / For the Girls 263 / Tips for Parents 263 / THE UlTIMATE HIGH SCHOOl ClASSROOM 266 / Bonding and Attachment 268 / Communication and Conflict Resolution 270 / The Art ofMentoring 272 / Peer Leadership, Not Peer Pressure 274 / Discipline Systems 275 / Character Education and Service Projects 277 / Structural Innovations / Class and School Size 279 / Uniforms 280 / Time and Time-of-Day Innovations 284 / The Innovations Students Are Asking For 286 / Counterinnovations 287 / Rites of Passage 289 / Full Psychosocial Education, Not Just Sex Education 291 / Improving Sex Education 292 / Gender Education 294 / Innovations to Improve Academic Learning 297 / Teaching Mathematics, Science, and Technology 298 / Technology and Gender 301 / Teaching Reading and Literacy 302 / Standardized Testing 307 / Special Education 310 / The Ultimate High School Classroom for Both / Boys and Girls 313 / For the Boys 313 / For the Girls 314 / Tips for Parents 315 / What High School Students Are Saying: Their Fears 316 / / EPllOGUE / NOTES / / PARENTS' BOOK STUDY FOR BOYS AND GIRLS LEARN / DIFFERENTL Y! 333 / TEACHERS' BOOK STUDY FOR BOYS AND GIRLS LEARN / DIFFERENTL Y! 34' / THE GURIAN INSTITUTE 349 / ABOUTTHE AUTHORS 35' / INDEX 355