Compatibility with an instructional model
Hi~ I don't understand the meaning of the phrase in red and why the author say that in this context ? I guessed some but am not sure. My guesses are:
1) Making distinctions based on the gender of the student cannot result a kind of instructional model.
2) Making distinctions based on the gender of the student does not contradict an instructional model.
Do any of them make sense to you? And what do you think of the phrase?
And as for the last sentence, what could be the best interpretation of the word "reintegration"?
What kind of reintegration is it? Reintegration of boys and girls? Or reintegration of the educational system?
Sorry for the long paragraph but I put it all just for the reference.
Any idea would be welcomed and I would appreciate your help.
Thank you~!!
The current movement to separate male and female education is being promoted primarily by educational institutions offering gender-based education programs. These institutions have a vested interest in manipulating the new research to support separate male and female education. However, it is important to note that some males share brain structures commonly associated with the female brain and some females share brain structures usually associated with the male brain. The research conducted by Billington and colleagues (2007) found that males who shared similar brain structures generally associated with the female brain demonstrated higher levels of empathy, intuition, and communication skills. On the other hand, some females who shared similar brain structures ordinarily associated with the male brain displayed higher spatial reasoning and lower empathy and communication skills. This means that making distinctions based on the gender of the student does not guarantee compatibility with an instructional model. The human brain learns new information by relating it to what it already knows and has been exposed to. The hope of better male and female social relationships requires early and constant exposure to one another. Many of the academic and behavioral distinctions between the male and female brain can be addressed through quality instruction and sound discipline. Separation and exclusion models have and will always prove problematic at the point of reintegration.
Top answer
What it means is that, because a few girls think (and, one assumes, learn) like boys, and a few boys think like girls, you cannot assume that once you have separated out the girls and are teach them as you think they will learn best, the instructional model cannot be assumed to work for all those girls. Likewise with the boys. The paragraph is about instructional models which segregate boys and girls.
- What it means is that, because a few girls think (and, one assumes, learn) like boys, and a few boys think like girls, you cannot assume that once you have separated out the girls and are teach them as you think they will learn best, the instructional model cannot be assumed to work for all those girls.
- Likewise with the boys.
- The paragraph is about instructional models which segregate boys and girls.
- , they are put back in the same classrooms and taught together--reintegrated.
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What it means is that, because a few girls think (and, one assumes, learn) like boys, and a few boys think like girls, you cannot assume that once you have separated out the girls and are teach them as you think they will learn best, the instructional model cannot be assumed to work for all those girls. Likewise with the boys.
The paragraph is about instructional models which segre
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