Harmony: Integrating Relationship Training Into The Classroom Richard Fabes Dee and John Whiteman Distinguished Professor ...
Our Team <ul><li>Senior Faculty:  </li></ul><ul><ul><li>Richard Fabes, Laura Hanish, Carol Martin, Kim Updegraff </li></ul...
In the Spotlight
Single-Sex Classrooms: An Innovative Answer?
Single-Sex Schooling?
A Typical Sex Difference (math): Not very different
Percent of Time Playing with Girls from Fabes et al., 2007
Significance of Sex Segregation <ul><li>Training ground for development of interaction styles and skills </li></ul><ul><li...
Teachers ’ Perceptions of How Well Boys and Girls Understand Each Other (from Project TEACH, 2010-2011)
sanfordharmonyprogram.org
 
 
The Sanford Harmony Approach <ul><li>Separate can  never  be equal </li></ul><ul><li>Boys and girls need practice at relat...
Buddy-Up Time <ul><li>Formal and informal dyadic interactions between girls and boys </li></ul><ul><ul><li>Increases inter...
Z!
The Sanford Harmony Program sanfordharmonyprogram.org
Harmony: Integrating Relationship Training Into The Classroom Richard Fabes Dee and John Whiteman Distinguished Professor ...
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Harmony

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  • Buddy Board Kids are excited to look at the beginning of the week and find their buddies. Provides a visual reminder throughout the week.
  • Harmony

    1. 1. Harmony: Integrating Relationship Training Into The Classroom Richard Fabes Dee and John Whiteman Distinguished Professor Director, School of Social and Family Dynamics Arizona State University [email_address] 4/6/11
    2. 2. Our Team <ul><li>Senior Faculty: </li></ul><ul><ul><li>Richard Fabes, Laura Hanish, Carol Martin, Kim Updegraff </li></ul></ul><ul><li>Project Manager: </li></ul><ul><ul><li>Stacie Foster </li></ul></ul><ul><li>Intervention Faculty </li></ul><ul><ul><li>Bridget Gaertner, Karen Kochel, Cindy Miller, Julie Sallquist </li></ul></ul><ul><li>Research Faculty </li></ul><ul><ul><li>Olga Kornienko, Erin Pahlke, Carlos Santos, Kristina Zosuls </li></ul></ul><ul><li>Graduate students </li></ul><ul><ul><li>Naomi Andrews, Matt DiDonato, Dawn England, Katie Galligan, Priscilla Goble, Crystal Ingelse, Melissa Martin, Lorey Wheeler </li></ul></ul><ul><li>Staff </li></ul><ul><ul><li>Adrienne Borders, Ashley Bustamante, Sarah Colton, Zareen Islam, Hillary Manaster </li></ul></ul>
    3. 3. In the Spotlight
    4. 4. Single-Sex Classrooms: An Innovative Answer?
    5. 5. Single-Sex Schooling?
    6. 6. A Typical Sex Difference (math): Not very different
    7. 7. Percent of Time Playing with Girls from Fabes et al., 2007
    8. 8. Significance of Sex Segregation <ul><li>Training ground for development of interaction styles and skills </li></ul><ul><li>Boys and girls grow up in “separate cultures” </li></ul><ul><li>Speculation that these early experiences lead to later differences in men and women </li></ul>
    9. 9. Teachers ’ Perceptions of How Well Boys and Girls Understand Each Other (from Project TEACH, 2010-2011)
    10. 10. sanfordharmonyprogram.org
    11. 13. The Sanford Harmony Approach <ul><li>Separate can never be equal </li></ul><ul><li>Boys and girls need practice at relating and working with each other </li></ul><ul><li>Teachers need to integrate relationship training into everyday classroom activities </li></ul><ul><li>Harmonious relationships between boys and girls improve the learning environment </li></ul>
    12. 14. Buddy-Up Time <ul><li>Formal and informal dyadic interactions between girls and boys </li></ul><ul><ul><li>Increases interactions and communication </li></ul></ul><ul><ul><li>Promotes increased comfort and harmony </li></ul></ul><ul><ul><li>Enhances positive and shared experiences </li></ul></ul><ul><ul><li>Creates a sense of social responsibility </li></ul></ul>
    13. 15. Z!
    14. 16. The Sanford Harmony Program sanfordharmonyprogram.org
    15. 17. Harmony: Integrating Relationship Training Into The Classroom Richard Fabes Dee and John Whiteman Distinguished Professor Director, School of Social and Family Dynamics Arizona State University [email_address] 4/6/11

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