List of tables -- Foreword / Jim Rex -- Preface -- Acknowledgments -- About the author -- Introduction: Defining single-gender education -- Part 1: Considering Single-Gender Education -- 1: Gender makes a difference in the classroom -- Starting point: examining gender influences -- Student performance -- Social differences -- Hormonal differences -- Brain differences -- Gender is an issue -- Chapter 1 Planning Tool: Reflecting on gender -- 2: What we know about single-gender programs -- Demographic data -- Achievement and other data -- Chapter 2: Planning Tool: Using data -- 3: Political opposition to single-gender education -- Legal context of single-gender education -- Defending single-sex education -- Parting words -- Chapter 3 Planning Tool: Debating single-gender education -- 4: Frequently asked questions -- Questions about socialization -- Questions about planning -- Questions about instruction -- Chapter 4 Planning Tool: Clearing roadblocks -- Part 2: Designing A Single-Gender Program -- 5: Rationale and structure -- Involve key stakeholders: create an exploratory group -- Learn together about single-gender education -- Align the program with the school's mission statement -- Develop a rationale: look at school data -- Decide on a structure -- Chapter 5 Planning Tool: Developing rationale and structure -- 6: Legal issues and logistics -- Meeting the federal regulations for single-gender programs -- Single-sex schools -- Creating a master schedule -- Chapter 6 Planning Tool: Examining legal boundaries and schedule restraints -- 7: Communication -- Communication with principals and school administrators -- Communication with teachers -- Communication with parents -- Communication with students -- Communication with school board members -- Order of concerns in communicating with each group avoiding stereotypes -- Chapter 7 Planning Tool: Preparing for communication -- 8: Building community -- Integration of single-gender programs into school culture -- Identity of the single-gender program -- Location of single-gender classes -- Program creed -- Public relations plan -- Coordinator for the single-gender program -- Team building for students -- Chapter 8 Planning Tool: Creating community -- 9: Program price -- Low-cost options -- Moderate-cost options -- High-cost options -- Chapter 9 Planning Tool: Budgeting and the impact of gender -- Part 3: Implementing A Single-Gender Program -- 10: Professional development -- Professional development opportunities prior to implementation -- Possible timelines to prepare teachers prior to implementation -- Continued professional development after implementation -- Timeline to support teachers after implementation -- Chapter 10 Planning Tool: Developing a professional development plan -- 11: Program evaluation -- Ensuring nondiscrimination -- Reviewing the rationale: format -- Reviewing the data: indicators -- Ongoing review process -- Chapter 11 Planning Tool: Preparing for evaluation -- 12: Sustaining a single-gender program -- Strong principal leadership -- Institutionalize the single-gender program -- Keep the program manageable -- Agree on strategies to use with boys and girls -- Mentor new teachers -- Continue professional development -- Instituting change -- Chapter 12 Planning Tool: Sustaining change -- Reproducible Resources -- Resource A: Sample creeds from single-sex schools -- Resource B: Sample proposal form for creating a single-gender program -- Resource C: Sample team-building activities for students -- Resource D: Organizations for the learning of boys and girls -- Resource E: Sample annual single-gender program review form -- Resource F: Sample letter to parents to survey their interest -- Resource G: Sample letter to parents informing them of single-gender program and surveying their interest -- Resource H: Sample letter to parents (school selecting students with coed option explained) -- Resource I: Sample letter to parents (all students in single-gender with coed option explained) -- References -- Index.
Summary:
From the Back Cover: A Comprehensive road map for single-gender initiatives! Over 400 public schools in the United States offer single-gender classes or programs, and the number of schools contemplating such initiatives is growing at a rapid pace. In this book, David W. Chadwell, the first state coordinator for single-gender programs, offers a step-by-step process with practical planning tools for implementing high-quality single-sex programs and schools. Organized into three parts-considering, designing, and implementing single-gender initiatives in local school sites and districts-this resource includes detailed, essential information on: restructuring to accommodate single-gender classes; communicating with parents and overcoming resistance; understanding relevant legal issues; facilitating instructional changes; creating a 1- to 3-year plan. Featuring numerous vignettes, current demographic data, and critical insights for professional development, A Gendered Choice provides everything educators need to know about creating single-gender schools or programs.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.