By Adrian Wallwork
Discussions A-Z complicated is a photocopiable source publication of conversing actions designed to inspire vigorous, normal dialogue between complicated point scholars. offering a clean point of view on many universal subject matters the cloth includes 26 topic-based devices, every one jam-packed with numerous stimulating actions. The devices comprise genuine analyzing and listening texts meant for use as stimulus for dialogue. The accompanying cassette offers quite a lot of local speaker accents. The teacher's pages supply transparent directions for every task, in addition to supplying a wealth of heritage details on each one subject, keys to the actions, whole tapescripts and recommendations for discussion-based writing actions. the fabric is designed to be versatile and free-standing: actions can both be used because the foundation for a dialogue path or dipped into in or out of series.
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Additional info for Discussions A-Z Advanced: A Resource Book of Speaking Activities
Which result is not attributed to early single-sex secondary and undergraduate schools? a. They promoted women to the middle class. b. They inspired activism. c. They created new jobs. 4. By the early 1900s, _ _ _ __ a. coeducation was a choice b. single-sex schooling was a state mandate c. more girls than boys were attending college 5. In 1910, _ _ _ _ _ _ colleges were the most common type of college in the United States. a. mens b. women's c. coed ) 6. Conservatives _ _ _ _ __ a. do not support single-sex schools b.
What do these studies tell us about the relationship between single-sex education and achievement? Virtually nothing. Tidball made the common mistake of confusing correlation with causation. As Faye Crosby, a professor of psychology at Smith College, and other critics have observed, Tidball did not control for characteristics of women's colleges, apart from sexual homogeneity, that might well account for the success of their graduates. She did not allow for the socioeconomic privileges shared by many graduates of elite women's colleges or for the selectivity of the schools.
And] differences in mathematics achievement are small and declining .. " The AAUW study suggests that high school girls have less self-esteem than boys and that the selfesteem of girls declines dramatically after puberty. 28 UNIT 2 • RAISE THE ISSUES How did the researchers measure self-esteem? " Sixty-nine percent of elementary school boys and 60 percent of elementary school girls declared that they were indeed happy with themselves. But among high school students, 46 percent of boys were "happy the way I am" and a mere 29 percent of girls.