Research has shown that teacher-student interaction differs according to the gender of the student (the gender of the teacher does not seem to matter), although most teachers are unaware of any inequities. Studies consistently show that boys have more interventions with teachers than do girls. For example, it has been found that teachers are more responsive to the disruptive behavior of boys than

girls and more likely to reprimand boys. When children request attention, teachers generally respond to boys with instructions and to girls with nurturance. In addition, girls receive more attention when they are physically close to the teacher, whereas boys are given attention at a distance. It has also been found that the feedback received by boys and by girls on the intellectual quality of their work differs. For example, boys receive considerable criticism for failing to obey the rules, whereas girls receive criticism related to their performance. Boys attribute their failure to do well to lack of effort, whereas girls attribute it to a lack of ability. Do some girls, then, give up trying to succeed when they reach high school due to the responses their elementary teachers have given them? It is well established that girls generally perform better academically than boys in elementary school but falter in high school. For example, girls do not do as well as boys in science and math by the time they reach adolescence. In addition, girls typically take fewer advanced math classes than do boys in high school and college. Even though Title IX of the Educational Amendment Act of 1972 obliged schools to provide equal treatment for males and females, schools are still shortchanging girls according to a report by the AAUW. Although more girls are now involved in athletics, the contributions and experiences of females are not as visible as are those of males in textbooks. Furthermore, the pace of change is slow in gender-segregated enrollment patterns in vocational education, with girls primarily enrolled in office and business-training programs, and boys in programs leading to higher-paying trade jobs. Sexuality and the realities of sexual activity (pregnancy, disease, rape) are rarely discussed in schools, although, by law, sexual harassment is defined and consequences delineated. Teachers must be trained to foster assertive and affiliative skills in both girls and boys. School curricula and textbooks should be monitored for gender stereotypes and provide positive role models for both girls and boys. The main idea of the first paragraph is

a. teachers work hard to give boys and girls equal treatment.
b. teachers are unaware of the differences between how boys and girls learn.
c. boys and girls have different learning styles.
d. teachers interact differently with boys than with girls.


d

Language Arts & World Languages

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Franco dà una festa per la partenza del fratello Toni. Toni vuole sapere se Franco ha tutto pronto per la festa. Completate il loro dialogo con i pronomi diretti e indiretti e con gli accordi necessari. (5 pts – 1 each) (Franco is giving a party for his brother who is leaving on a trip. Toni wants to know if Franco has everything ready for the party. Complete their dialogue with direct and indirect object pronouns making the necessary agreements.)

Toni: Hai telefonato alla mia ragazza? Franco: Sì, _______ ho telefonat____.

Language Arts & World Languages

Complete the following sentences with an appropriate noun from the list provided. Some words may be used more than once.

pasticciere macelleria pescivendolo panettiere salumeria macellaio salumiere lattaio pasticceria latteria 1. Per comprare il pane, vado dal ____________________ vicino casa mia. 2. Al centro hanno aperto una nuova ____________________ dove comprerò dei dolci per domenica. 3. Ho bisogno di un po’ di salame per l’antipasto. Mi fermerò dal __________________. 4. Ho intenzione di comprare un chilo di calamari dal ____________________. 5. Compro sempre la carne dal mio ____________________ preferito. 6. Il latte è sempre fresco dal ____________________ in Via del Conte Rosso. 7. Ho trovato del buon prosciutto alla ____________________ qui vicino. 8. In quella ____________________ fanno un buon tiramisù. 9. La ____________________ a Piazza Trilussa ha la mozzarella fresca. 10. Mia madre ha comprato il vitello nella ____________________ di via Colombo.

Language Arts & World Languages

For each blank in the following sentences, select the present tense willor the past tense would

Hector knew that I ______________ practice if I had a clarinet. A) will B) would

Language Arts & World Languages

What are some written instruments that need to be developed prior to conducting a usability test?

What will be an ideal response?

Language Arts & World Languages