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| Acknowledgments | |
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| Introduction | |
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| Applying Brain-Based Research | |
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| Boys and Girls Learn Differently! | |
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| Using This Guide | |
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| The Contents of This Guide | |
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| Background: How the Brain Learns | |
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| Inherent Differences Between Boys' and Girls' Brains | |
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| Developmental and Structural Differences | |
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| Chemical and Hormonal Differences | |
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| Functional Differences | |
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| Differences in Processing Emotion | |
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| Why There are Differences Between Male and Female Brains | |
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| A Brief History of Brain Differences | |
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| Hormones in Utero and at Puberty | |
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| How Brain-Based Differences Affect Boys and Girls | |
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| Learning-Style Differences | |
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| Learning Differences and the Intelligences | |
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| Applying Brain-Based Gender Research | |
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| Academic Performance and Classroom Behavior | |
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| Reading and Writing Competence | |
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| Test Scores | |
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| Psychological, Learning, and Behavioral Disorders | |
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| Maturity, Discipline, and Behavior | |
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| Educational Aspirations | |
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| Athletics and Extracurricular Activities | |
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| Cultural Gender Bias | |
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| Sexual Abuse and Violence | |
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| Bonding and Attachment | |
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| Preschool and Kindergarten | |
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| Handling Children's Emotional Stress | |
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| Bonding and Attachment Solutions | |
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| Elementary School | |
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| Bonding and Attachment Activities | |
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| Handling Students' Emotional Stress | |
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| The Role of the Mentor | |
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| Middle School | |
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| The Early Adolescent's Drop in Self-Esteem | |
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| Handling Students' Emotional Stress | |
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| Community Collaboration | |
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| High School | |
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| Showing Interest in Students | |
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| Communication and Conflict Resolution | |
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| Peer Leadership, Not Peer Pressure | |
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| Mentoring | |
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| Discipline and Related Issues | |
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| Boys and Aggression Nurturance | |
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| Preschool and Kindergarten | |
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| Dealing with Aggressive Behavior | |
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| Elementary School | |
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| Learning from Past Mistakes | |
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| Discipline Techniques After an Offending Act | |
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| Techniques to Prevent Undisciplined Behavior | |
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| Conflict and Anger Management | |
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| Motivational Techniques | |
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| Character Education | |
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| Dealing with Cruelty, Hazing, and Violence | |
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| The Role of Media | |
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| Middle School | |
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| Strategies for Providing Discipline | |
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| Community Collaboration | |
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| Character Education | |
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| High School | |
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| Techniques to Prevent Undisciplined Behavior | |
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| Character Education and Service Projects | |
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| Helping Young Males to Manage Aggression | |
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| Math, Science, and Spatial Learning | |
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| Preschool and Kindergarten | |
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| Techniques to Encourage Learning | |
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| Self-Directed Activities | |
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| Integrated Use of the Physical Environment | |
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| Games to Encourage Logical-Mathematical Thinking | |
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| Elementary School | |
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| Techniques to Encourage Learning | |
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| Using Manipulatives Whenever Possible | |
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| Mixing Modalities and Strategies | |
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| Use of Computers and Other Media | |
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| Middle School | |
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| Techniques to Encourage Learning | |
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| Boys and Girls Need Some of the Same Things | |
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| Computer Science and Gender in Middle School and High School | |
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| High School | |
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| Techniques to Encourage Learning | |
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| Language, Reading, Writing, and Social Science | |
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| Preschool and Kindergarten | |
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| Using Movement, Manipulatives, and Props | |
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| Elementary School | |
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| Techniques to Encourage Learning | |
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| Using Manipulatives | |
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| Providing Various Learning Modalities | |
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| Middle School | |
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| Techniques to Encourage Learning | |
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| High School | |
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| Teaching Reading | |
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| Teaching Language | |
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| Teaching Social Science | |
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| Physical Learning and Nutrition | |
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| The Need for Physical Activity | |
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| Preschool and Kindergarten | |
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| Developing Fine Motor Skills | |
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| The Outdoor Classroom | |
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| Elementary School | |
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| Movement and Motor Skills | |
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| Sports and Athletics | |
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| The Outdoor Classroom | |
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| Middle School and High School | |
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| Sports and Athletics | |
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| Mixed-Gender Sports | |
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| The Outdoor Classroom | |
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| Nutrition and Learning | |
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| Obesity | |
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| Carbohydrates, Proteins, and the School Day | |
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| Fatty Acids | |
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| Special Education | |
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| A Program for Reading and Writing | |
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| Preschool and Kindergarten | |
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| Bonding and School-Home Alliances | |
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| Use of Psychotropic Medication | |
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| Elementary School | |
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| Techniques to Encourage Learning | |
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| Spatial Stimulants, Movement, and Multisensory Approaches | |
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| The Multisensory Approach to Reading Problems | |
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| Middle School | |
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| Factors in the Need for Special Education | |
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| Techniques to Encourage Learning | |
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| The Underachiever | |
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| High School | |
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| Techniques to Encourage Learning | |
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| Planning Your Own Experiential Activities | |
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| Introducing Experiential Learning | |
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| The Natural Learning Process | |
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| The Teacher as Facilitator | |
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| Experiential Learning Techniques | |
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| Important Factors in Planning Experiential Learning | |
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| Purpose(s) | |
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| Students | |
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| Timing | |
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| Involvement | |
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| Preferred Input Modes | |
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| Instructions | |
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| Modes of Expression | |
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| Psychological Safety | |
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| Equipment, Manipulatives, and Props | |
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| Planning Activities and Games to Enhance Learning | |
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| Developmental Themes for Creating Learning Techniques and Activities | |
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| Structural Innovations | |
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| Preschool and Kindergarten | |
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| Innovations to Encourage Learning | |
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| Parent-Involvement Programs | |
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| Elementary School | |
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| Use of School Time | |
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| Class Size and Number of Teachers | |
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| Use of Group Dynamics and Group Work | |
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| Standardized Testing | |
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| Middle School | |
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| Separate-Sex Education | |
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| Psychosocial Education | |
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| Rites of Passage | |
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| Uniforms and Dress Codes | |
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| Other Innovations to Encourage Learning | |
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| High School | |
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| Class Size | |
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| Team Teaching and Homerooms | |
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| Use of School Time | |
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| Uniforms and Dress Codes | |
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| Innovations Students Want | |
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| Full Psychosocial Education | |
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| Rites of Passage | |
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| Counterinnovations | |