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Notes from 1st day: 

• there exist some recent, good, meta-analyses, which have not yet been incorporated into "commonly held beliefs".  It would be useful to convene a conference, and produce a book from that conference, which compile these results. 

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• Important to gather data (using videotape techniques) on what goes on in the classroom.  This should include teacher/student interactions (similar to those discussed by the Sadkers); it should also include a study of social interactions among the students.  Classroom research should be gathered under diverse conditions, observing alternative teacher roles, etc., as well as the classroom "climate". 

• it would be interesting to study the connection between the classroom interactions and eventual outcomes.

• Schools currently don't teach people how to express themselves and be listened to.

• Examine techniques for teaching in groups (Elizabeth Cohen). e.g. videotape lecture, and have group watch, then discuss and use tapes to solve problems.  This could be part of research into learning styles...groups tend to reinforce stereotypes (unless something is done to avoid it).  A teacher training component would be required, to ensure that teachers are familiar with group techniques.  Note that single-sex groups aren't necessarily the best answer.

• To what extent is it valuable to require courses....?  This undoubtedly depends on what the problem is....if girls are not taking science because they don't have the math, require the math; but if they're not taking science because they don't find it interesting, requiring math won't help.

• test anxiety...how important a component is it (apparently, not very)