Omnia Vincit Amor Gay Book

education authority investigated primary school teachers

[ Weser Kurier , 7/22/2010]

By Arno Schupp

Bremen. Frank Dahlberg is something of a rarity. Even at the university, he belonged to a minority, and even now, at work, there are not many who make what he does. Frank Dahlberg is an elementary school teacher, one of the few, one must add, because the classes are one to four clearly in women's hands. And that children from psychological point of view is not unproblematic.

just twelve percent of the Bremer Primary school teachers are male. In the kindergartens, the rate is even lower, there are only three percent. In itself, it seems generate initial matter who helps the children with math, biology and German at the jumps, or who the toy sorting at the arms attacks. But at the low rate of men is still a second component: the high number of single parents. There

According to the State Statistical Office it in Bremen estimated 23 000 single mothers. 15 000 of them have a child, the rest have two or more children. Combining these figures with the male ratio in kindergarten and primary school, the worst-case result, the children grow up to fourth grade without male role models have. And that can have consequences.

men play an important role in educating

play men in the upbringing of children a priority as' Children learn their social skills on a live model, "says Claus Jacobs, director of the Psychological Child outpatient clinic of the University of Bremen. Children cooperative interaction, encounter in which women and men each other with appreciation and respect, only then to do when there is in everyday life, men and women. Apart from the classic role model for a boy is the man, and if this lack role models in education, "may reinforce this existing psychological problems well, 'says the child psychologist.

There are many other areas, take on the men in the education of influence. 'Example, it is also about judging whether children develop normally or have behavioral problems. " For example, boys were more likely to jostle and Rumschubsen than girls. But what is more normal, even aggressive. 'It makes a difference whether a man or a woman judged it, "said Jacobs.

And another reason, he argues, why men are important in education. 'In the traditional role stereotypes is the man the one who risked something that says,' That will be alright?. On the other hand, women are the ones who are concerned about security, "the psychologist said, adding: '. One could also say that women are more responsible' A child needs both nevertheless influences to develop optimally. 'Children need a balanced mix. "

The education ministry has identified and action together with the University and the National Institute for school launched a campaign to get more men to the elementary schools. With flyers and at conferences they recruit new teachers and lure with good prospects for a secure job, because in the next ten years, a large retirement wave rolling through the school. 'If you start now with a teaching degree as a primary school teacher who has excellent chances of getting a job with us, "said Andreas Kraatz Roeper, who is responsible for the education authority for personnel marketing.

men into primary schools

'men into primary schools' is the title of the joint project, which shows three levels of effect should. The students who have already opted for the primary school teacher's career, will be the best possible support at the university, because the dropout rate is high in men. At the same time young men are given an early opportunity, get a taste of the job. And finally, work education department, university and national institute working to improve the image of the primary school teacher. The campaign aims to show that the job has more to offer than a bit of tinkering and sing. And it is to show that real men fit into the elementary schools. Guys like Frank Dahlberg.

The 40-year-old is on the second chance came at the elementary school - as the majority of Primarstufen male educators. But it should be with the similarities, have already been. Dahlberg's football coach and pilot, was a soldier has time, then studied law and eventually swung around to a teaching degree. 'Presumably, familial, "he says," because even my mother was an elementary school teacher. " In college, they were three boys, says Dahlberg, although it has played no major role. His classmates were to him rather people who had the same goal as his own man, woman, played no significant role. Nevertheless, "we have guys found us quickly," he says.

The 40 year old graduated from college and trainee time and is now at the beginning of his teaching career, which for him is a kind of late-found profession. 'As a primary school teacher, I can support the children and assist their development, "said Dahlberg. The earlier it attaches, the better it would be so. Especially in a district as Tenever where long runs in the family not always optimal. 'Here I can better help the children than in any other district', is the 40-year-old safe. And this is going yet, around helping.

And who knows, he says, maybe it will be with him one day, so as with his mother. 'The is still addressed by their former primary school,' says the 40-year-old. Man greets to take a few minutes to talk. And even after all these years.

[+]

Eat Discharge In Panty

Family Minister Schröder wants more male teachers in kindergartens

[AFP]

Stuttgart - Federal Family Minister Kristina Schröder (CDU) wants to increase the percentage of male teachers in nurseries. This will start together with the Federal Employment Agency early next year, a nationwide retraining program, Schröder announced in the "Stuttgarter Nachrichten" (Tuesday Edition) at. This is intended to enable men to also have to retrain or in later years in a two-year training as educators. According to Schroeder It would "prepare a nice step forward, if there were at each day care center one or two men."

Many young men would take the teacher's love dared to but not because he had a "female image," says Schroeder. But boys need male role models. Even children of single parents ARE OF mostly after primary school to secondary school to a male caregiver. This could be "developmentally problematic," the Minister said.

federal, state and local authorities had agreed to provide up to 2013 for 35 percent of children under three years, a day care center offering. At the same time it should be a legal right to Provide child care when a child is a year old.

Schröder also called for a reorientation of equal opportunities policy. This should not be biased towards women. Rather, be encouraged today and boys would have to consist of educational levels, which were often a migration background. "I could never do with a feminism that saw itself in opposition to men," said Schroeder. "He was always problematic, but in any case, the times over."

In view of the still-existing wage gap between men and women and the women's deficit in leadership positions Schroeder stressed that Advancement of women is not just a matter of the state. The lack of women in top positions are also in a "false corporate culture", the "vision of the manager with at least 60 hours per week, has no room for family obligations." This was willing to undertake for any man or woman, family responsibilities, "dissuasive".

[+]

Chicken Pox Infertility Men

male role models are missing

[ Westfaelische-news , 08 ° 07 * 10]

Laer - Whether or near Pisa in school, between girls and boys can be identified serious developmental differences. "Many observations confirm that," explains the manager of the initiative for children and young people, Inge Behler, referring to a growing refusal of performance of the boys. Moreover, were more extreme behaviors to determine which ranged from strongly introverted to the aggression.

For Inge Behler this behavior is mainly a reason. "Boys tend to have no male role model, but know only female caregivers are confronted with female needs." This began already in the nursery, where there were almost only female supervisor. Similarly, the girls and boys were then taught in primary school mainly or even completely by teachers.

"We here in Laer an extreme increase in deceased parents," Behler describes another problem. This incomplete family situation was worsening the situation further.

To the boys as possible not to let slip off the rails, the initiative had offered two years ago, a social skills training with a corresponding male coaches on site. Once a week, met here about a dozen boys the third grade to work jointly and in some cases actions, such as Karting perform. "It starts with the respectful treatment," Behler describes the strategy. As the success was no longer visible, especially from the third grade, they wanted to start there now.

After two years promoting the Regional Association of Westphalia-Lippe now removed the funds for the project. The community can muster the necessary resources at present. To continue the project still can be had, the CDU parliamentary leader and local head of Holt, Margaret Muller, appealed to the district assemblies Mr Günter Bader Bach. The Christian Democrat, Altenberger District Administrator Thomas again Kubendorff's intervention, the Sparkasse Steinfurt district could gain as financial supporters for this year. The donation of 2000 euros provided by the District Savings Bank chairman Heinz-Bernd Buss has made available, handed Kubendorff now the initiative in the savings bank branch in Laer.

between the fall and winter holidays, the social skills training is started for the third time. For the 46 boys in the third grade, the project can voluntarily take advantage of, participation, subject to possible trips for free. Because the project is now operated out of school, do the participants with a request to the regional education work now try to achieve an integration of social skills training into school life. Then it could be offered to younger students. The result would be reflected in Pisa, showed the participants convinced.

[+]

Monster Energy Hemoroids

"They are already great experience,"


[ Rundschau Online , 07:07:10]



The dilemma has been just over three decades, observed: Kindergarten children meet, especially educators. In elementary school they are dealing predominantly with female teachers and only in very exceptional cases with male teachers.

AGATHA MOUNTAIN - The dilemma has been just over three decades, observed: Kindergarten children meet in particular teachers. In elementary school they are dealing predominantly with female teachers and only in very exceptional cases with male teachers.

What is missing today, especially boys, are male role models. So the Catholic primary school Agatha Berg started in February on its own the action "manhood teacher" (as reported in the BC). was

using the posters to teachers recruited

"We did not win the competition of the Ministry, but our action manhood teachers not in vain. At least we now have two interns, "says Stefan Witt battle, head of Agatha Berger Primary School.

"We have made themselves at great expense attractive posters that we have suspended not only in the colleges of Wipperfürth and Lindlar, but also in Wipperfürther vocational college and in the general schools of Heide Marie and Kuerten. After all, we now have two interns. "

Dennis Dlugi, 18, who visited the vocational college in Wipperfürth, and Lindlar Schoolboy Julian Müller are doing a two-to three-week school placement at the Agatha Berger Primary School. Especially the guys in primary schools also need male role models. "Although I would later probably not necessarily be a teacher and go into the teaching profession. But it makes me a lot of fun to teach the children something, "says Julian Müller. "I wanted to be the first of a Lindlar primary school. But that did not work. Then I learned from primary school Agatha mountain, "he says. "There are already great experience to do here. I like the best that I recognize themselves here, as I was in the age of primary school children, "said Dennis Dlugi.

to do it is enough for both: They are active at the afternoon service, they help children with homework. They also help in the morning in regular classes, provide peace of mind when the teacher leaves the class times. They help in preparing for a school party or in the Theater-AG. Also, the technology they care. To connect the projector to look after the computers or help in the kitchen and when rinsing.

morning meeting, the two are planning the day and divide the tasks. Both interns find it good that they're together at the elementary school. "You can arrange things better and to exchange experiences," says Julian Müller. Even with the children they come to good: "They look forward and ask if we want to come to catch or play football. "

[+]

How To Delete Email Address Form Facebook In Mac

Putting the "Boy Crisis" in Context


Volume 26, Number 4
July / August 2010

Finding solutions to boys' reading problems gender may require looking beyond

By MICHAEL SADOWSKI

Putting the "Boy Crisis" in Context, continued

Putting the "Boy Crisis" in Context: Finding solutions to boys' reading problems may require Looking beyond gender

Putting the “Boy Crisis” in Context

“The Boys Have Fallen Behind.” “Girls Lead the Nation in Reading Scores.” “Are Teachers Failing Our Sons?” Earlier this year, newspapers across the country ran these and other headlines in response to a March report by the independent Center on Education Policy (CEP) in Washington, D.C. The report, which outlined results on state accountability tests, raised alarm by noting that the percentage of boys scoring “proficient” or higher in reading was below that of girls at all grade levels tested and in every state for which sufficient data were available.

Results for the 2009 National Assessment of Educational Progress (NAEP), also released in March, showed similar patterns ( see figures 1 and 2 ). Boys in all 50 states and the District of Columbia, at both grades 4 and 8, reached each of the three NAEP reading achievement levels (basic, proficient, and advanced) at lower rates than girls with only two exceptions—and in those cases, boys and girls were essentially tied.

Girls have been posting higher reading scores than boys for decades, but other trends suggest they may also have surpassed boys in overall academic performance. On standardized mathematics tests, results vary: Girls are not decisively ahead of boys, but they’re not significantly behind either. Girls have higher high school grade-point averages, are more widely represented as school valedictorians, and attend and graduate from college in greater numbers than boys. All this has educators, researchers, and journalists debating: Are the boys in U.S. schools in crisis, and, if so, what should educators be doing differently to help them succeed?

Concerns that boys are at serious academic risk have been in the national spotlight before. In a Washington Post op-ed piece published in April 2006, Caryl Rivers of Boston University and Rosalind Chait Barnett of Brandeis University noted that worries about a “boy crisis” go back at least as far as the early 1900s, when they say writers of monthly magazines and books warned “that young men were spending too much time in school with female teachers and that the constant interaction with women was robbing them of their manhood.”

The most recent concerns about boys focus largely on literacy skills. Journalist Richard Whitmire, author of the 2010 book Why Boys Fail: Saving Our Sons from an Educational System That’s Leaving Them Behind , argues that many boys’ literacy deficits put them at a disadvantage not just in English language arts but across the curriculum. “Many state math assessments contain nothing but word problems, as do the SAT and ACT college admissions tests,” notes Whitmire. “What has gone unnoticed is that many boys can’t wade through the puzzling words and sentences to get to the actual math calculation.”

Whitmire also devotes a chapter in his book to the “ideological stalemate” that, he says, has dominated the research and reporting on boys’ academic struggles for years. On one side are educators, researchers, and reporters who use data about gender gaps and brain research to argue for single-sex education and widespread changes to school practices and curricula to make them more “boy-friendly”; on the other side are those who say these sorts of changes could disadvantage girls—who all evidence suggests will face discrimination when they enter the workforce. (A recent report by the women’s business group Catalyst, for example, found that among recent MBA graduates, men started at higher positions and earned on average $4,600 per year more than women in their first post-degree jobs.)

Much of the debate centers on whether a widespread “boy crisis” even exists. Barnett, a senior scientist at Brandeis University’s Women’s Studies Research Center and coauthor with Rivers of the book Same Difference: How Gender Myths Are Hurting Our Relationships , argues that all learners, regardless of sex, are more different from one another than they are similar and rejects “categorizing all boys’ reading and all girls’ reading and talking about a boy crisis.”

Yet while arguments on both sides of the debate may have their merits, evidence suggests that reading deficits at the school, district, and even state level may require solutions that emphasize “context” rather than “crisis.”

A Universal Problem?
One reason gender gaps in reading have captured so much attention is that they seem universal. On the most recent (2006) Progress in International Reading Literacy Study, which measured performance on fourth-grade reading tests and other literacy indicators in 40 countries around the world, girls outscored boys in all educational systems from which sufficient data were available.

In the United States, the gaps also seem to hold across differences in race, ethnicity, and family income. A 2006 report on NAEP scores by researchers at the Urban Institute found that girls’ advantage over boys in reading holds for every U.S. racial and ethnic group studied. Moreover, research by Judith Kleinfeld of the University of Alaska found that, even among white twelfth-graders with college-educated parents (a group expected to have relatively high reading scores), three times the percentage of boys as girls scored “below basic” on the NAEP reading test.

Yet the size of the gaps the CEP found on the state-level reading tests varied widely, suggesting that gender gaps in reading may differ dramatically by geographical context. Results on the NAEP, which are based on a national scale, also show that the size of gender gaps in reading differs across state lines—and that boys in some states outscore girls in other states by large margins. (The percentage of eighth-grade boys scoring at the proficient level in Connecticut, for example, is 16 points higher than that of girls in Mississippi.)

Moreover, the state tests showed gaps between different racial and ethnic groups that were much wider than those by gender. The same state-level CEP reports that show gaps ranging from one to 16 percentage points between boys and girls reveal gaps in the 20-, 30-, even 40-point range between white and Asian American students on the one hand and African American, Latino, and Native American students on the other, says Naomi Chudowsky, coauthor of the CEP report: “Just to put this in perspective, a 10-point gap is still pretty significant, but we’re seeing much wider gaps between racial and ethnic groups.”

In addition, disparities in gender may play out differently in wealthy, middle-class, and lower-income communities. Kenneth Hilton studied the relationship between community wealth and boy-girl reading gaps while executive director of research and evaluation for the Rush-Henrietta (N.Y.) Central School District. Hilton, now superintendent of the Sullivan West Central (N.Y.) School District, found that on fourth-grade state reading tests, girls in both wealthy and middle-income or working-class school districts in New York State scored eight to nine percentage points higher in reading than boys. However, when these same cohorts of students reached eighth grade, the gap grew to 17 percentage points in the middle- and working-class districts, but stayed at nine points for the wealthiest districts.

“I think a fair number of affluent boys grow up with dads who are readers,” Hilton notes. This may make it more likely, he theorizes, that an adolescent boy will incorporate reading into his sense of “what it means to be a man.”

Finally, Chudowsky notes that it’s important to remember when looking at test data that all boy and girl readers are ultimately individuals. “These are just averages,” she says. “A lot of boys are better readers than girls. There’s a lot of overlap in the distribution.”

Motivation vs. Ability
Beyond differences in geography or demographic factors that vary from community to community, gender gaps in reading may be attributable to a different mix of factors in different contexts, says Catherine Snow, a professor at the Harvard Graduate School of Education.

“Start by determining whether these are gaps in ability or gaps in interest,” Snow says. “To the extent that they are gaps in ability, find the appropriate intervention program; to the extent that they are gaps in interest without gaps in ability, then you address it from a totally different point of view, through motivation and different activities and approaches to teaching.”

Most researchers agree that on average, boys develop the skills associated with reading and writing 12 to 24 months later than girls. Attending to the possible difficulties some boys (and girls) may have with reading early on is crucial, Snow says, to avoid what psychologist Keith Stanovich has called the “Matthew Effect,” in which strong readers move further and further ahead, while early deficits accumulate and lead to greater and greater difficulties later on.

“If [readers] have a just a little developmental advantage, they get that Matthew Effect push,” Snow says. “There is a cumulative disadvantage associated with not reading very well.”

Advocates for more “boy-friendly” education have been arguing for some time that schools should include more reading materials that boys tend to like, such as action-oriented stories and graphic novels, in an effort to motivate boys to read. William Pollack, author of the book Real Boys and clinical professor of psychology at Harvard Medical School, says action-oriented stories were removed from school curricula several decades ago in well-intended initiatives to remove violence from children’s reading. “Most of the books that were written for elementary school-aged children yoked action with violence,” Pollack says. “But in removing violence, we removed action.”

Nontraditional materials such as comic books and sports-themed materials can provide an important “hook” to get boys more involved in reading, Pollack says, and serve as a helpful bridge to more advanced types of reading later on. Snow, whose research focuses on language and literacy development, suggests that helping boys build this bridge is crucial for their learning trajectories, since the ability to read and interact with high-level materials is central to just about every subject children encounter in the upper grades and beyond.

“If there are kids out there who are, for whatever reason, really reluctant readers or low-level readers, then anything that gets them hooked into spending time on reading is a good thing,” Snow says. “But the problem is that whereas those can be great places to start, they don’t get you where you need to be to succeed academically. You’ve got to be able to access serious academic texts.”

Evidence points toward a few more steps educators can take to help all struggling readers:

• Provide support across the grades : Increasing students’ access to reading support at all levels of schooling can prevent reading challenges from multiplying as students struggle with reading demands in all subjects.
• Think (and act) locally : Boy-girl reading gaps can vary widely by location. Rather than basing decisions on national or even state-level data, district officials may wish to investigate possible reading gaps in their own schools first.
• Focus on the big picture first : Even if state or local data suggest wide reading gaps by gender, these may be accompanied by even wider gaps along racial and ethnic lines. As Chudowsky notes, addressing gaps between different subgroups is ultimately about improving the achievement of all students.

“The goal for most educators would be for all groups to make gains, but for low-performing groups to make larger that gain until they catch up, "she says. "That's the ideal situation."

Michael Sadowski is an assistant professor in the Master of Arts in Teaching Program at Bard College in New York City and Annan-dale-on-Hudson, NY

[+]