Leveraging Gender Differences to Boost Test Scores

Costello, Bill
January 2008
Principal;Jan/Feb2008, Vol. 87 Issue 3, p48
The article discusses how teacher training in gender differences can be leveraged and applied across subgroups, including those defined by race/ethnicity, income, and English-language ability, to support elementary schools' adequate yearly progress under the U.S. No Child Left Behind Act (NCLB) and develop boys' desire to read. The author examines a school principals' role in providing and assessing effective teacher training in instructional strategies to address gender differences in education.


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