Download or read book A Comparison of Student Performance in Single sex Education and Coeducational Settings in Urban Middle Schools written by Craig Erico Ogden and published by . This book was released on 2011 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Since amendments to NCLB in 2004, public schools have not only established single-sex schools, but have also established single-sex classrooms within coeducational schools. Most of these modifications were adopted as a means to provide support to lowachieving students, many of who reside in urban settings. Proponents of single-sex instruction state that mostly African Americans, Hispanics, and females benefit most from this type of instructional setting because single-sex environments help to reduce gender stereotypes students encounter in coeducational settings. Opponents of single-sex instruction believe that accomplishments achieved in single-sex environments can be achieved in coeducational environments if the proper teaching strategies were in place. Opponents also feel that not enough studies have been conducted to make a strong claim that single-sex environments are better than coeducational environments. This study compared GCRCT middle grades mathematics scores for three years at four middle schools within an urban school district in Georgia to determine if the instructional setting is a factor in student performance. Two single-sex schools were selected (one male and one female), and two coeducational schools (one traditional and one that incorporated homogeneous class groupings). In addition to the instructional setting, student gender and grade level were examined to identify possible relationships with students' GCRCT mathematics achievement. The results of this study indicated that sixth grade male coed single-sex students, and seventh grade female coed students in the sample group were more likely to pass the GCRCT in mathematics than their peers in the other instructional settings. A cohort group, which is a subset of the sample group, identified students who remained in one school for grades sixth through eight. The results indicated that sixth and eighth grade cohort female coed students were more likely to pass the GCRCT in mathematics than their peers in the other instructional settings. Results also indicated, over a three-year period female students of the sample group enrolled in coed classes, and female students of the cohort group enrolled in a single-sex school had the largest gains on the GCRCT in mathematics.
Download or read book Single sex Education written by Darcy Russotto and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to provide insight on whether providing a single sex educational environment to inner-city African-American students helped to improve students' achievement and school engagement. A purposive sample of all students in grades three through six enrolled in single sex classrooms in a public school in a large urban city was included in this research. Comparison groups were selected from a neighboring public schools, ensuring the most consistency across demographic variables. Students completed two surveys: the School Engagement Survey (Fitt & DuCette, 2001) and the Estes Attitude Scale - Revised (Estes, Estes, Richards & Roetiger, 1981). Also, achievement data for these students were collected via a state sponsored school district data warehousing system. Students were also asked to participate in same sex, same grade focus groups. Ten teachers of these students were asked to participate in individual interviews. Results indicated that students in single-sex classes had statistically higher means than students in coeducational settings on the School Engagement Survey sections of Positive Self Perception, Positive Teacher Belief, and Positive School Environment. Also, students in coeducational settings had statistically higher means on the Estes Attitudes Scales for the subject of mathematics. Students who were enrolled in single-sex classes for more than one year had higher scores on standardized mathematics tests. Although single-sex and coeducational students start at approximately the same level for both reading and math, the single-sex students consistently score higher than their coeducational counterparts. Additionally, the results showed no significant gender differences on any of the measures of attitudes or achievement. Teachers did not drastically change their instructional approach after being assigned to a single-sex classroom but they did change their approach to behavior management. Teachers do not participate in quality, ongoing professional development to support their practice as teachers of a single-sex class. Both boys and girls seem to enjoy the attention they receive in single-sex classes. Boys and girls also expressed a feeling of comfort in the single-sex setting. Boys and girls alike expressed enjoyment of all school subjects including mathematics and science. Girls and younger boys perceived themselves as being much more academically successful in the single-sex classroom. Boys in grades five and six perceived themselves as failing academically and they blame the bad behavior exhibited in their all boys' classes.
Download or read book Single sex Education written by Darcy Russotto and published by . This book was released on 2009 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to provide insight on whether providing a single sex educational environment to inner-city African-American students helped to improve students' achievement and school engagement. A purposive sample of all students in grades three through six enrolled in single sex classrooms in a public school in a large urban city was included in this research. Comparison groups were selected from a neighboring public schools, ensuring the most consistency across demographic variables. Students completed two surveys: the School Engagement Survey (Fitt & DuCette, 2001) and the Estes Attitude Scale - Revised (Estes, Estes, Richards & Roetiger, 1981). Also, achievement data for these students were collected via a state sponsored school district data warehousing system. Students were also asked to participate in same sex, same grade focus groups. Ten teachers of these students were asked to participate in individual interviews. Results indicated that students in single-sex classes had statistically higher means than students in coeducational settings on the School Engagement Survey sections of Positive Self Perception, Positive Teacher Belief, and Positive School Environment. Also, students in coeducational settings had statistically higher means on the Estes Attitudes Scales for the subject of mathematics. Students who were enrolled in single-sex classes for more than one year had higher scores on standardized mathematics tests. Although single-sex and coeducational students start at approximately the same level for both reading and math, the single-sex students consistently score higher than their coeducational counterparts. Additionally, the results showed no significant gender differences on any of the measures of attitudes or achievement. Teachers did not drastically change their instructional approach after being assigned to a single-sex classroom but they did change their approach to behavior management. Teachers do not participate in quality, ongoing professional development to support their practice as teachers of a single-sex class. Both boys and girls seem to enjoy the attention they receive in single-sex classes. Boys and girls also expressed a feeling of comfort in the single-sex setting. Boys and girls alike expressed enjoyment of all school subjects including mathematics and science. Girls and younger boys perceived themselves as being much more academically successful in the single-sex classroom. Boys in grades five and six perceived themselves as failing academically and they blame the bad behavior exhibited in their all boys' classes.
Download or read book Debating Single Sex Education written by Frances R. Spielhagen and published by R&L Education. This book was released on 2013-07-01 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Debating Single Sex Education: Separate and Equal, 2nd edition, provides a balanced summary of the context, concerns, and findings about single sex education in 21st Century United States. Few school reforms have engendered as much controversy as single sex public education. This book examines the history of single-sex classes and legislation that has over time evolved to render the reform legal, even though it continues to be subject to public scrutiny and litigation. The book also provides insights into the social, religious, and cultural contexts that set the stage for the growing popularity of single-sex education over the last decade. It explains controversial brain-based research and addresses the problem of bullying in single-sex classes. Finally, the book includes findings based on research in single-sex schools across the nation. Do single-sex classes work? This book provides information that will allow the reader to make an informed decision about that question. Debating Single Sex Education: Separate and Equal,2nd edition, strives to inform the debate and add to the discourse on this popular school reform.
Download or read book Gender in Policy and Practice written by Amanda Datnow and published by Routledge. This book was released on 2013-10-23 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book exposes the complexity of single-sex schooling, and sheds new light on how gender operates in policy and practice in education. The essays collected in this volume cover a wide range of institutions, including K-12 and higher education, public and private schools, and schools in the US and beyond. Detailing the educational experiences of both young men and women, this collection examines how schooling shapes-and is shaped by- the social construction of gender in history and in contemporary society.
Download or read book Separated by Sex written by Susan Morse and published by Foundation. This book was released on 1998 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this innovative study, Jean Lave moves the analysis of one particular form of cognitive activity--arithmetic problem-solving--out of the laboratory and into the domain of everyday life. In so doing, she shows how mathematics in the "real world", such as that entailed in grocery shopping or dieting, is, like all thinking, shaped by the dynamic encounter between the culturally-endowed mind and its total context, a subtle interaction that shapes both the human subject and the world within which it acts.
Download or read book Same Different Equal written by Rosemary C. Salomone and published by Yale University Press. This book was released on 2008-10-01 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although coeducation has been the norm within private and public schools since the 1970s, single-sex education has staged a comeback in recent years as a means of addressing the academic and social problems faced by some students. Single-sex education raises controversy on ideological grounds, and in 1996 the Supreme Court struck down the all-male admissions policy at the Virginia Military Institute in a decision that has cast a legal cloud over public initiatives. In this timely book, Rosemary Salomone offers a reasoned educational and legal argument supporting single-sex education as an alternative to coeducation, particularly in the case of disadvantaged minority students. Salomone examines the history of women’s education and exclusion, philosophical and psychological theories of sameness and difference, findings on educational achievement and performance, the research evidence on single-sex schooling, and the legal questions that have arisen. Correcting many of the current misconceptions about single-sex education, she argues that it is a viable option and that the road to gender equality should be paved with diverse educational opportunities for all students—regardless of race, class, or gender.
Download or read book Single Sex Classrooms Within a Coeducational Middle School Setting written by Pamela Gibbs and published by . This book was released on 2005 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this project was to discover achievement and behavioral differences among students who had been separated by sex in the classroom setting. Student performance in coed classes was compared in several areas to that of students in single sex classrooms for both sexes. The project was designed to elicit improved writing skills and more cooperative classroom behavior from middle school students engaged in a series of lessons that focused on the writing process. The students were involved in writing activities beginning with prewriting and ending with peer editing. All work was completed and collected in class. Qualitative assessments were based on Likert style questionnaires and one-on-one interviews. In general, while students appeared to find this form of education useful, quantitatively the results were mixed. The girls only class demonstrated the highest achievement, the coed classes the next highest levels of achievement, and the boys only class the least achievement.
Download or read book EBOOK Rethinking Single Sex Teaching written by Gabrielle Ivinson and published by McGraw-Hill Education (UK). This book was released on 2007-11-16 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: The retreat to single-sex classes in co-educational comprehensive schools in the UK reflects a long history where educational policy and practice has made explicit the belief that boys and girls are different in how they learn and what they should learn. However, there is also a common assumption that there is equality in what is made available to learn and, if there is not, then single-sex organisation achieves this. The authors challenge this opinion and offer a fresh and theoretically informed look at the debate about single-sex teaching, presenting insights from research about the intended and unintended consequences of gender division in schools. Drawing on classroom observations and in-depth interviews with teachers and students, the book illustrates the effect of single-sex classrooms on learners and on the versions of subject knowledge made available to them. In exploring the differences in teaching practices between boys’ and girls’ classrooms, in relation to subjects such as Science, English, Drama, and Design and Technology, the authors highlight how single-sex teaching can, inadvertently, create circumstances which limit rather than open up students’ access to subject knowledge. The authors offer conceptual tools for investigating the knowledge-gender dynamic, advocating that learning will expand if teachers work with gender to help students to cross boundaries into non-traditional gender territories within subject lessons. Rethinking Single-Sex Teaching is thought-provoking reading for teachers, head teachers, academics and policy makers.
Download or read book A Study of Motives Challenges Professional Development and Beneficial Outcomes of Single Gender Classrooms in Coeducational Public Middle Schools written by Calvin McGlown and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: McGlown, Calvin. Ed. D. The University of Memphis. December 2015. A Study of Motives, Challenges, Professional Development, and Beneficial Outcomes of Single-Gender Classrooms in Coeducational Public Middle Schools. Major Professor: Larry McNeal, Ph. D The purpose of this study was to examine the leading motivations, primary challenges, types of professional development engaged in, and positive outcomes perceived by administrators who have either initiated or inherited the practice of single-gender classes within coeducational middle school settings. To address the four research questions presented within this study, the Statistical Package for the Social Sciences (SPSS) was used to conduct multiple analyses that addressed four groups of dependent variables (motives, challenges, professional development, and beneficial outcomes of single-gender education) on the independent variables initiators and inheritors of the single-gender education initiative. Although, no statistically significant differences were observed for the two subgroups of respondents (initiators and inheritors) with respect to answering any of the research questions, there were clearly differences in the perceptions of all respondents as to which reasons most motivated their adoption of single-gender education: which challenges they regarded as the most serious, which types of professional development they most frequently engaged in, and which outcomes they most agreed their programs had achieved. For respondents in the aggregate, addressing learning style, improving student achievement, and decreasing the problems of low achievers were the reasons they selected as most important for taking on single-gender education. The greatest challenges they indicated, were those connected to teacher professional development, with respect to single-gender education and teaching under achieving students. In terms of their own professional development, administrators most frequently read articles and made observational visits to classes in their own schools. Administrators rarely took university coursework related to instruction or made conference presentations. All respondents agreed that their implementation of single-gender education produced a range of positive outcomes, such as improvement in student achievement.
Download or read book Single Sex Education Versus Coeducation in North Georgia Public Middle Schools written by Catherine Blake and published by . This book was released on 2012 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: The U.S. Department of Education is giving more liberties to school districts to offer single-sex schools in order to adequately serve the needs of students. The purpose of this quantitative causal-comparative study was to test the theory of students' performances based on their educational environment by comparing students who received instruction in a single gender classroom in a public middle school compared to students who received instruction in a mixed gender classroom in a public middle school. The achievement test, Georgia Criterion Referenced Competency Test, was used with each site school. There were two years of data collected with the standardized test and was utilized as a pretest and posttest in all subtests areas. The data were compared as whole group, females to females, and males to males. The findings in the study showed that there were significant differences for the whole group in reading, science and social Studies. There were also significant differences in the males in science, and social studies; females showed significant differences in math, reading, science, and social studies.
Download or read book The Effects of Single sex Education on Student Math Performance in Public Middle Schools written by Duane Kenneth Eliason and published by . This book was released on 2014 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: In this study, class design (single-sex math classes compared to coeducational math classes) was examined as an alternative method that could potentially improve middle school students' math performance. The study examined single-sex classes as a method of reducing adolescent developmental issues that may negatively impact knowledge development in social learning environments. The social, collaborative learning environments of public middle schools provide an academic atmosphere that highlights Bandura's social cognitive theory of reciprocal determinism. This study identified triadic reciprocal factors within the social learning environment of public middle schools that could negatively impact learning. These factors included (a) personal factors, (b) behavioral factors, and (c) environmental factors. The singlesex class design was expected to serve two functions: (a) create a supportive learning environment that emphasized communication, interaction, and participation within a supportive, harassment-free educational setting (Parker & Rennie, 2002), and (b) reduce individual and social adolescent development factors which may negatively affect learning in public middle schools. The results indicate that class design as it relates to single-sex math classes and coeducational math classes, under these specific learning conditions, appear to have little effect on reducing negative adolescent development factors related to mathematical knowledge development. Analyses of the results from a general perspective indicate that single-sex math classes and coeducational math classes are equally beneficial in promoting academic achievement.
Download or read book Early Implementation of Public Single Sex Schools written by Cornelius Riordan and published by . This book was released on 2008 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although for most of the nation's history, coeducation has been the norm in public elementary and secondary school, recent years have marked an increasing interest in public single-sex education. The No Child Left Behind Act of 2001 (NCLB) authorized school districts to use local or innovative program funds to offer single-sex schools and classrooms consistent with applicable laws and the U.S. Department of Education has published amendments to the Title IX regulations to provide additional flexibility to implement single-sex programs. In anticipation of an increase in the number of public single-sex schools, the U.S. Department of Education contracted with RMC Research Corporation to conduct a descriptive study of existing single-sex public schools to consider: (1) What is currently known about the effects of single-sex schooling on student achievement and other outcomes; (2) What is known about the causes of those outcomes; (3) Characteristics of public single-sex schooling, including contextual, instructional, and behavioral practices unique to single-sex schools; (4) Perceived benefits or disadvantages associated with single-sex schooling; and (5) Appropriate studies, including research questions and methodology, that will advance the knowledge base in this field. The study includes a review of the literature available in 2004, a survey of public single-sex schools, and a preliminary exploratory observational study of a subsample of currently operating public single-sex schools. Reported findings include: (1) Mixed results, with some suggestions supporting the premise that single-sex schooling can be helpful; (2) Little evidence of substantive modifications to curricula to address the specific needs of either boys or girls; (3) Greater positive academic and behavioral interactions between teachers and students in the single-sex elementary and middle schools than in the comparison coed schools.; (4) Both principals and teachers believed that the main benefits of single-sex schooling are decreasing distractions to learning, and improving student achievement; (5) Teachers cited greater benefits of single-sex schooling for girls than for boys in 5 of 10 benefit categories; (6) In separate focus groups, both parents and students cited essentially the same benefits as the teachers and implied that they chose the single-sex school for these reasons; (7) Teachers in single-sex high schools rated problems with student behavior as less serious than teachers in coed schools, although the opposite was true in middle schools; there were no statistically significant differences between single-sex and coed school teachers' ratings of problems at the elementary school level; (8) Compared to students in the coeducational schools, students in elementary and middle single sex schools exhibited a greater sense of community, interacted more positively with one another, showed greater respect for their teachers, were less likely to initiate class disruptions, and demonstrated more positive student role modeling than students in the coed comparison schools (site visits did not include a coeducational comparison high school); and (9) The research team suggests that future research use prior empirical work (both qualitative and quantitative) to identify variables that should be measured and potentially used as statistical controls, and recommends that a longitudinal study will yield data to evaluate both the effects of any randomization failure and the relative effects of attending a single-sex school. Three appendices include: ((1) Supplementary Exhibits; (2) Site Visit Reports; and (3) Data Collection Instruments. (Contains 16 footnotes and 41 exhibits.
Download or read book Single Sex Schools written by Cornelius Riordan and published by Rowman & Littlefield. This book was released on 2015-07-02 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: Single sex schooling might appear to be an obscure issue on the sidelines of the educational policy debates of our times. But it is far from this. In fact, a sizable number of people and political organizations would like to make these schools obscure, but somehow they are “scaling up” rather than down. In 1996, there were only two public single sex schools operating in America. By 2015 there are now at least 100 public single sex schools, despite opposition from the outset. These schools are primarily serving poor, urban, black and Latino, at risk children. This book takes up the challenge of studying the effectiveness of single sex schools. Riordan frees the discussion of its ideological and political baggage and brings a degree of theoretical and empirical balance to the debate. The book provides a sociological foundation for considering single sex schools. The basic argument is that the larger school context of all girls or all boys serves as the driving factor for producing favorable outcomes in single sex schools.
Download or read book An Investigative Study of the Impact of Single sex coeducational School Transition on Sex Role Identity and Achievement Motivational Factors written by Judith Ann Flanders and published by . This book was released on 1992 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of Student Achievement and Behavior in Single Sex and Mixed Sex Classroom in a Rural Georgia Middle School written by Hannah Walker Murray and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: In an attempt to improve its already excellent standardized test scores by addressing the needs of struggling students, Cardinal Forest Middle School implemented single-sex education on a limited scope and on a trial basis. Using the theoretical framework of Schwab’s four commonplaces, the academic and behavioral records of single-sex educated and co-educated students from the year prior to and year of single-sex team teaching were compared. An analysis of covariance was utilized to analyze the academic and behavioral data and to determine if there was a statistically significant difference in the single-sex classroom achievement scores versus the coeducational classroom achievement scores. These analyses showed no statistically significant differences between the groups on the achievement measures during the years of single sex education. In addition, behavioral records were analyzed to show the difference between the single-sex students and coeducational students in the sixth grade and seventh grade. The results showed the discipline referral percentage increased for the single-sex male, but the discipline referral percentage decreased for the coeducational males, single-sex females, and coeducational females. Qualitative data gathered from interviewing three of the four teachers involved in the teaching of the single-sex classes showed the teachers’ perspectives as being favorable to the single-sex classroom and to the belief that the students in the single-sex classrooms benefitted not only academically but socially as well.
Download or read book For Girls Only written by Janice Streitmatter and published by SUNY Press. This book was released on 1999-01-28 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current research on the progress of female students in U.S. public schools suggests that efforts have not sufficiently addressed concerns such as academic under-achievement in the areas of math and science, lower self-esteem from the advent of early adolescence, and vulnerability to sexual harassment. Despite Title IX, some educators have turned to the creation of single-sex classes and programs for female students in order to better address these critical issues.
