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Teachers' and Students' Perceptions of Gender-Differentiated Reading Instruction at the High School Level
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Taylor, Luke N., III – ProQuest LLC, 2014
In a rural Alabama school district, 38.46% of the students failed the reading portion of the high school graduation examination. While the teachers in the school district were trained to differentiate instruction according to ability and gender, the impact of gender-differentiated reading instruction was unknown. The purpose of this case study was…
Descriptors: Reading Instruction, Rural Schools, Individualized Instruction, High School Students