Educating Boys: Examining Which Learning Style Is Most Effective An Action Research Project By Peta-Gaye T. Grey Education Spring 2010 An Action Research Project By Peta-Gaye T. Grey Education Spring 2010

Table of Contents / Introduction - Statement of the Problem 3 -Review of Related Literature 4-8 -Statement of the Hypothesis 9 / Introduction - Statement of the Problem 3 -Review of Related Literature 4-8 -Statement of the Hypothesis 9

Statement of the Problem / There are significant differences in the ways girls and boys learn. Traditional education-the “sit down, be quiet and learn” approach-a system in place for decades and far more suitable to female learning, has been falling boys for a long time.

Review of Related Literature / Boys are impulsive, special-kinesthetic and physical aggressive learners. The focus on introducing more-boy friendly teaching strategies in the classroom has increased. / (Carrier, 2009) / Boys and girls, because of differences in brain construction, have differing educational needs and schools are not meeting boys’ needs.  (Weaver-Hightower, 2003) / Boys are impulsive, special-kinesthetic and physical aggressive learners. The focus on introducing more-boy friendly teaching strategies in the classroom has increased. / (Carrier, 2009) / Boys and girls, because of differences in brain construction, have differing educational needs and schools are not meeting boys’ needs.  (Weaver-Hightower, 2003)

Review of Related Literature / A Meta-Analytic Validation of the Dunn and Dunn Model of Learning- Style Preferences. / (Dunn, Griggs,Olson, & Beasley, 2001) / Gender Characteristics of Children in the Primary Stage of Instruction. / (Buzhigeeva, 2004) / A Meta-Analytic Validation of the Dunn and Dunn Model of Learning- Style Preferences. / (Dunn, Griggs,Olson, & Beasley, 2001) / Gender Characteristics of Children in the Primary Stage of Instruction. / (Buzhigeeva, 2004)

Review of Related Literature / Elementary School Students’ Learning Preferences and the Classroom Learning Environment: Implications for Educational Practice and Policy. / (Johnson, 2006) / The Problem of Boys’ Literacy Underachievement: Raising Some Questions. / (Watson, Kehler & Martino, 2010) / Elementary School Students’ Learning Preferences and the Classroom Learning Environment: Implications for Educational Practice and Policy. / (Johnson, 2006) / The Problem of Boys’ Literacy Underachievement: Raising Some Questions. / (Watson, Kehler & Martino, 2010)

Review of Related Literature / Male Teachers And The “Boy Problem”: An Issue Of Recuperative Masculinity Politics. / (Martino & Kehler, 2006) / Educating Boys: Tempering Rhetoric With Research. / (Froese-Germain, 2006) / Male Teachers And The “Boy Problem”: An Issue Of Recuperative Masculinity Politics. / (Martino & Kehler, 2006) / Educating Boys: Tempering Rhetoric With Research. / (Froese-Germain, 2006)

Review of Related Literature / Teaching to the Minds of Boys. / (King & Gurian, 2006) / Reaching Boys: An International Study of Effective Teaching Practices. / (Reichert & Hawley, 2010) / Teaching to the Minds of Boys. / (King & Gurian, 2006) / Reaching Boys: An International Study of Effective Teaching Practices. / (Reichert & Hawley, 2010)

Statement of the Hypothesis / HR1: Conducting engaging, active and hands-on lessons with the boys in Class A will promote successful learning and hold their interest.