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 Gender in Policy and Practice written by Amanda Datnow and published by Routledge. This book was released on 2013-10-23 with total page 348 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 Single Sex Versus Coeducational Schooling written by U. S. Department of Education and published by Createspace Independent Publishing Platform. This book was released on 2014-01-22 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pro for single sex: Girls mature faster, so boys won't hold them back. Con for single-sex: It could be hard for single-sex students to assimilate into "mixed gender" society. Are Single-Sex Schools Better Than Co-Ed Schools? Read about both sides of the argument. Is the possibility of attraction and distraction in the classroom overrated? Single-sex education refers most generally to education at the elementary, secondary, or postsecondary level in which males or females attend school exclusively with members of their own sex. This report deals primarily with single-sex education at the elementary and secondary levels. Research in the United States on the question of whether public single-sex education might be beneficial to males, females or a subset of either group (particularly disadvantaged youths) has been limited. However, because there has been a resurgence of single-sex schools in the public sector, it was deemed appropriate to conduct a systematic review of single-sex education research. A number of theoretical advantages to both coeducational (CE) and single-sex (SS) schools have been advanced by their advocates, a subset of whom have focused specifically on the potential benefits of SS schooling for disadvantaged males who have poor success rates in the educational system. The interpretation of results of previous studies in the private sector or the public sectors of other countries has been hotly debated, resulting in varying policy recommendations based on the same evidence. However, no reviews on this topic have been conducted using a systematic approach similar to that of the Campbell Collaboration (CC) or the What Works Clearinghouse (WWC). Thus, the objective of this review is to document the outcome evidence for or against the efficacy of single-sex education as an alternative form of school organization using an unbiased, transparent, and objective selection process adapted from the standards of the CC and WWC to review quantitative studies. This book is a B&W copy of the government agency publication.
Download or read book Single Sex Versus Coeducational Schooling written by U. S. Department of Education and published by Lulu.com. This book was released on 2014-12-23 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: Single-sex education refers most generally to education at the elementary, secondary, or postsecondary level in which males or females attend school exclusively with members of their own sex. This report deals primarily with single-sex education at the elementary and secondary levels. Research in the United States on the question of whether public single-sex education might be beneficial to males, females or a subset of either group (particularly disadvantaged youths) has been limited. However, because there has been a resurgence of single-sex schools in the public sector, it was deemed appropriate to conduct a systematic review of single-sex education research. A number of theoretical advantages to both coeducational (CE) and single-sex (SS) schools have been advanced by their advocates, a subset of whom have focused specifically on the potential benefits of SS schooling for disadvantaged males who have poor success rates in the educational system.
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 Separate Sexes Separate Schools written by Bárbara Cruz and published by Enslow Publishing. This book was released on 2000 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the pros and cons of single-sex education, its risks, benefits, and results, specifically discussing both girls-only and boys-only schools.
Download or read book Mixed or Single sex School Volume 2 written by R. R. Dale and published by Routledge. This book was released on 2017-05-18 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1971. This second volume in this three-part set examines specific aspects of social relationships within the school and demonstrates that co-educational and single-sex schools are fundamentally different communities. These volumes examine in detail the social and psychosocial differences between co-educational and single-sex schools. This volume provides a wealth of evidence from pupils and ex-pupils about such aspects as discipline, bullying, happiness, anxiety and attitudes to sex.
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 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 Same Different Equal written by Rosemary C. Salomone and published by Yale University Press. This book was released on 2003-01-01 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: A readable and objective assessment of the educational and legal issues surrounding single-sex education 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 The Public Debate Over Single sex Schooling written by Marcela M. Muñiz and published by . This book was released on 1997 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Mixed or Single sex School written by R. R. Dale and published by Routledge. This book was released on 2017-05-18 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1969. This is the first volume in a trilogy which compares co-educational and single-sex schools. The study is based on the results of over twenty years’ experience among teachers and pupils and examines in detail the differences between the two types of school. This volume focuses on the teachers and on the pupil-teacher relationship.
Download or read book Single sex Versus Coeducational Schooling written by Fred Mael and published by . This book was released on 2005 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 gender Versus Coeducation written by Deborah Ann Hamer and published by . This book was released on 2011 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare two models of educating females to determine if single-gender schools offered advantages over the traditional coeducational setting in terms of passage rate. Single-gender schools were reported to enjoy, among other benefits, a reduction in alternative discipline placements, a reduction in student dropouts, and increased attendance. Therefore, the study examined these aspects as well. This study compared the four public single-gender middle schools currently operating in Texas and females in four matching traditional coeducational public middle schools in Texas. Ethnicity, socioeconomic status, English proficiency, and mobility have all been shown to impact student achievement. These factors were controlled for by the selection of a comparison coeducational school that most closely matched each single-gender school on these variables for use in the study. Data from only the females at the coeducational campus were included in the study. The study used the percentage of females passing the Texas Assessment of Knowledge and Skills (TAKS), the alternative discipline placement rate, the dropout rate, and the attendance rate of the single-gender and coeducational campuses. In Texas, students in middle school take the TAKS reading and mathematics tests in sixth, seventh, and eighth grades. The TAKS writing test is only administered in seventh grade in middle school. The TAKS science and social studies tests are only given in the eighth grade in middle school. The study netted mixed results. There were significant differences in favor of the single-gender schools found in the areas of sixth grade mathematics, sixth grade overall passage rate, seventh grade mathematics, seventh grade overall passage rate, eighth grade science, alternative discipline placements, and dropout rate. There were significant differences found in favor of the coeducational schools in eighth grade reading, eighth grade mathematics, and eighth grade social studies. The academic results were inconclusive but the dropout rate and alternative discipline placement rate showed single-gender education to be a viable alternative, worthy of further exploration.
