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| Acknowledgments | |
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| Introduction | |
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| Who We Are and What We Do | |
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| How to Use This New Edition | |
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| Success Stories Since the Missouri Pilot | |
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| Innovating With Single-Sex Options | |
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| Moving Forward at the Nexus of Science and Practice | |
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| How Boys and Girls Learn Differently | |
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| How the Brain Learns: Inherent Differences Between Boys and Girls | |
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| The Wide Spectrum of Gender in the Brain | |
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| How the Brain Works | |
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| How Boys' and Girls' Minds Are Different | |
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| Developmental and Structural Differences | |
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| Chemical Differences | |
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| Hormonal Differences | |
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| Functional Differences | |
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| Differences in Processing Emotion | |
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| Why the Brains Are Different | |
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| A Brief History of Brain Difference | |
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| The Role of Hormones in the Womb and at Puberty | |
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| How Brain-Based Differences Affect Boys and Girls | |
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| Areas of Learning-Style Difference | |
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| Deductive and Inductive Reasoning | |
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| Abstract and Concrete Reasoning | |
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| Use of Language | |
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| Logic and Evidence | |
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| The Likelihood of Boredom | |
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| Movement | |
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| Sensitivity and Group Dynamics | |
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| Use of Symbolism | |
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| Use of Learning Teams | |
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| Learning Differences and the Intelligences | |
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| Time and Sequence | |
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| Space and Place | |
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| Applying the Intelligences to Brain-Based Gender Difference | |
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| The State of Boys and Girls in Our Schools | |
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| Advantages for Boys, Challenges for Girls | |
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| Advantages for Girls, Challenges for Boys | |
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| Applying Brain-Based Research to Gender Advantage | |
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| Studies Based on Political Assumptions | |
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| The Political Search for Workplace Privation | |
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| Creating the Ultimate Classroom | |
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| Creating the Ultimate Classroom for Both Boys and Girls | |
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| Authors' Note | |
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| The Ultimate Preschool and Kindergarten Classroom | |
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| The Foundation of Early Learning: Bonding and Attachment | |
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| Handling Children's Emotional Stress | |
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| Bonding and Attachment Solutions | |
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| Day Care, Preschool, and Kindergarten Community Building | |
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| The Case for Preschool | |
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| Parents as Teachers | |
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| The Parent Education Coordinator | |
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| Nutrition and Learning | |
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| Carbohydrates, Proteins, and the School Day | |
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| Fatty Acids | |
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| Dealing with Aggressive Behavior | |
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| Aggression Nurturance | |
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| Increasing Empathy Nurturance and Verbalization | |
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| Discipline Techniques | |
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| The Outdoor Classroom | |
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| Directing Boys and Girls to Academic Excellence | |
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| Teaching Math and Spatials | |
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| Language Development | |
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| Special Education | |
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| Creating a Tribe: Bonding and School-Home Alliances | |
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| Use of Psychotropic Medications | |
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| The Ultimate Preschool and Kindergarten Classroom for Both Boys and Girls | |
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| For the Boys | |
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| For the Girls | |
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| Tips for Parents | |
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| The Ultimate Elementary School Classroom | |
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| Structural Innovations | |
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| Use of School Time | |
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| Class Size, Number of Teachers, and Teacher-to-Student Ratio | |
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| Using Group Dynamics and Group Work as a Basis of Pedagogy | |
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| Use of Computers and Other Media in Elementary School | |
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| The Outdoor Classroom | |
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| Bonding and Attachment in Elementary Learning | |
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| Handling Students' Emotional Stress | |
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| The Role of the Mentor | |
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| Community Collaboration: Mentors from Outside the School | |
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| How to Provide Discipline in the Elementary Classroom | |
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| Learning from Past Mistakes | |
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| Discipline Techniques After an Offending Act | |
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| Discipline Techniques to Prevent Undisciplined Behavior | |
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| Motivation Techniques | |
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| Character Education | |
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| CHARACTERplus | |
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| Integrating Character Education into the Whole School | |
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| Dealing with Cruelty, Hazing, and Violence | |
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| Definition of Terms | |
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| Zero-Tolerance Policies | |
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| Innovations for Academic Excellence | |
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| Innovations for Teaching Language Arts, Especially Reading and Writing | |
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| Innovations for Teaching Math and Science | |
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| Standardized Testing | |
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| Special Education, Learning Disabilities, and Behavioral. Disabilities | |
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| Class Within a Class | |
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| Fast ForWord | |
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| Other Spatial Stimulants and Use of Movement | |
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| The Multisensory Approach to Reading Problems | |
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| Cooperative and Competitive Learning | |
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| Sports and Athletics | |
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| The Ultimate Elementary Classroom for Both Boys and Girls | |
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| For the Boys | |
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| For the Girls | |
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| Tips for Parents | |
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| The Ultimate Middle SchoolClassroom | |
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| Structural Innovations | |
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| Single-Sex Education | |
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| Rites of Passage | |
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| Use of Uniforms | |
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| Classroom Size and Other Innovations | |
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| Bonding and Attachment | |
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| The Early Adolescent's Drop in Self-Esteem | |
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| Handling Students' Emotional Stresses | |
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| Community Collaboration | |
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| How to Provide Discipline in the Middle School Classroom | |
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| Strategies for Providing Discipline | |
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| Mandatory Sports | |
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| Character Education | |
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| Innovations for Teaching Language Arts and Math and Science | |
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| Innovations for Teaching Language Arts | |
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| Innovations for Teaching Math and Science | |
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| Girls and Computer Science | |
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| Special Education | |
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| Rethinking Special Education Through the Lens of Gender and the Brain | |
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| Innovations for Dealing with Behavioral Elements of Special Ed | |
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| The Underachiever as a Special Ed Category | |
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| "Mr. Daba": The Power of Bonding | |
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| The Ultimate Middle School Classroom for Both Boys and Girls | |
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| For the Boys | |
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| For the Girls | |
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| Tips for Parents | |
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| The Ultimate High School Classroom | |
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| Bonding and Attachment | |
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| Communication and Conflict Resolution | |
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| The Art of Mentoring | |
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| Peer Leadership, Not Peer Pressure | |
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| Discipline Systems | |
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| Character Education and Service Projects | |
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| Structural Innovations | |
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| Class and School Size | |
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| Uniforms | |
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| Time and Time-of-Day Innovations | |
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| The Innovations Students Are Asking For | |
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| Counterinnovations | |
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| Rites of Passage | |
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| Full Psychosocial Education, Not Just Sex Education | |
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| Improving Sex Education | |
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| Gender Education | |
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| Innovations to Improve Academic Learning | |
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| Teaching Mathematics, Science, and Technology | |
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| Technology and Gender | |
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| Teaching Reading and Literacy | |
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| Standardized Testing | |
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| Special Education | |
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| The Ultimate High School Classroom for Both Boys and Girls | |
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| For the Boys | |
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| For the Girls | |
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| Tips for Parents | |
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| What High School Students Are Saying: Their Fears | |
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| Epilogue | |
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| Notes | |
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| Parents' Book Study for Boys and Girls Learn Differently! | |
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| Teachers' Book Study for Boys and Girls Learn Differently! | |
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| The Gurian Institute | |
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| The Authors | |
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| Index | |