Peter Kuriloff, Ed.D., is a psychologist and Professor of Education at the University of Pennsylvania’s Graduate School of Education. He the Research Director of The Center for the Study of Boys’ and Girls’ Lives (www.csbgl.org). Charlotte E. Jacobs, Ph.D. is an Associate Director of the Independent School Teaching Residency program at the University of Pennsylvania Graduate School of Education. She is also the Executive Director of Girls Justice League, a non-profit organization dedicated to the social, political, and economic rights of girls in Philadelphia (www.girlsjusticeleague.org).Shannon H. Andrus, Ed.D., is an educational researcher and consultant living in Colorado. A former high school teacher, her areas of research include teacher training, girls’ education, and gender in schools.

If we want girls who are confident, wide-awake, and fully engaged in the world around them, we need gender-attuned and informed teachers in their classrooms. Teaching Girls deftly balances the latest research on gender with specific lessons and educational strategies that work for girls. We know they work not only because we hear from seasoned teachers, but because girls themselves weigh in on what excites them about learning.

• DedicationEpigraphForewordAcknowledgementsPrefaceIntroductionThe Qualities of Effective LessonsEngaging Classroom ActivitiesThe Importance of TeachersWhy These Lessons Work Gender in the ClassroomPracticing Gender ConsciousnessSTEAM and Intellectual Risk TakingA School That Works for GirlsAfterwordEndnotesBibliographyIndex

Peter Kuriloff, Ed.D., is a psychologist and Professor of Education at the University of Pennsylvania’s Graduate School of Education. He the Research Director of The Center for the Study of Boys’ and Girls’ Lives (www.csbgl.org). Charlotte E. Jacobs, Ph.D. is an Associate Director of the Independent School Teaching Residency program at the University of Pennsylvania Graduate School of Education. She is also the Executive Director of Girls Justice League, a non-profit organization dedicated to the social, political, and economic rights of girls in Philadelphia (www.girlsjusticeleague.org).Shannon H. Andrus, Ed.D., is an educational researcher and consultant living in Colorado. A former high school teacher, her areas of research include teacher training, girls’ education, and gender in schools.

If we want girls who are confident, wide-awake, and fully engaged in the world around them, we need gender-attuned and informed teachers in their classrooms. Teaching Girls deftly balances the latest research on gender with specific lessons and educational strategies that work for girls. We know they work not only because we hear from seasoned teachers, but because girls themselves weigh in on what excites them about learning.

• DedicationEpigraphForewordAcknowledgementsPrefaceIntroductionThe Qualities of Effective LessonsEngaging Classroom ActivitiesThe Importance of TeachersWhy These Lessons Work Gender in the ClassroomPracticing Gender ConsciousnessSTEAM and Intellectual Risk TakingA School That Works for GirlsAfterwordEndnotesBibliographyIndex

Peter Kuriloff, Ed.D., is a psychologist and Professor of Education at the University of Pennsylvania’s Graduate School of Education. He the Research Director of The Center for the Study of Boys’ and Girls’ Lives (www.csbgl.org). Charlotte E. Jacobs, Ph.D. is an Associate Director of the Independent School Teaching Residency program at the University of Pennsylvania Graduate School of Education. She is also the Executive Director of Girls Justice League, a non-profit organization dedicated to the social, political, and economic rights of girls in Philadelphia (www.girlsjusticeleague.org).Shannon H. Andrus, Ed.D., is an educational researcher and consultant living in Colorado. A former high school teacher, her areas of research include teacher training, girls’ education, and gender in schools.

If we want girls who are confident, wide-awake, and fully engaged in the world around them, we need gender-attuned and informed teachers in their classrooms. Teaching Girls deftly balances the latest research on gender with specific lessons and educational strategies that work for girls. We know they work not only because we hear from seasoned teachers, but because girls themselves weigh in on what excites them about learning.

• DedicationEpigraphForewordAcknowledgementsPrefaceIntroductionThe Qualities of Effective LessonsEngaging Classroom ActivitiesThe Importance of TeachersWhy These Lessons Work Gender in the ClassroomPracticing Gender ConsciousnessSTEAM and Intellectual Risk TakingA School That Works for GirlsAfterwordEndnotesBibliographyIndex