<< It is when *teachers*
are informed and practicing equitible teaching and teaching curricula
that represent all students that the gains are made.
To me this is a promising piece of news. We do have control over
teacher preparation and inservice. We can construct curricula that
treat all people fairly. Shouldn't our work begin in these areas?
While those of you with the backgrounds and inclinations are fighting
the fight in the courts, there is a place for others of us who work
with teachers and future teachers on a day-to-day basis and we can
make an impact before we have to reach litigation.>>
I agree, this is the essential construct to come away from the report with as
a reader. How wonderful to think that *good* practice is out there and does
make a difference for girls and boys. Now how do we collect what we know is
good practice for both sexes and sytematically change curriculum, instruction
and assessment so that it becomes more equitable?