Download or read book The Effects of Middle School Single sex Classrooms on Student Achievement written by Deveon Nicole Lynum and published by . This book was released on 2006 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Single sex Classrooms written by Consuelo Flores Devine and published by . This book was released on 2010 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first paper focuses on single-sex education and its impact on the academic achievement and behavior of middle school female students in mathematics classes. Results showed that single-sex education primarily helps to improve the academic achievement and behavior of female students in mathematics as well as in other subjects, although male students also showed some improvement. Recommendations for the implementation and success of single-sex classes are also included. The second paper documents the "chilly climate" that women encounter in the fields of science, technology, engineering and mathematics and how this affects the attitudes of young girls. Recommendations for improving the climate for women and girls in these fields, along with current improvements and incentives, are also included.
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 Effects of Single gender Classrooms and Coeducational Classrooms on Student Achievement and School Climate for Middle School Students in a Public School System written by Nickalous Andra Manning and published by . This book was released on 2010 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 The Impact of Publicy funded Single gender Learning Environments on Sixth Grade Male Academic Performance written by Dameion J. Crook and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study compares two educational models to investigate whether differences exist in academic achievement among boys in single- gender model and those in a traditional co-gender model. Specifically, the study analyzed archival data from the State of Texas Assessment of Academic Readiness to ascertain the efficacy of single-sex education for middle school boys. A quantitative comparative research design was chosen to compare the student achievement outcomes between two educational models to determine if the single-gender model offers advantages over the traditional co-educational model. The study utilized numerical datasets archival data consisting of the STAAR reading and STAAR math scores of student samples at two different school models: one sample comprised of minority males attending a single-sex publicly-funded middle school and another sample comprised of minority males attending a traditional co- gender publicly-funded middle schools. The study results, affirm that students attending a single-sex school fared better academically than their peers educated in co-gender learning environments, are consistent with the research of Brown (2008), which evaluated the academic outcomes of a specific group of students after they were separated into single-sex classes, although in the same school, and compared their academic performance with their peers that remained in co- gender classes. The result: students in the single-sex classes excelled over their peers that remained in the co-gender classes, even to the extent that students who had been academically unsuccessful in the past became very successful in the single-sex environment and test stores showed drastic improvement. This research study is essential because it examines a relatively new academic model in public education. It is widely held that separating boys from girls into single-sex learning environments is the best way to meet the unique academic needs and improve the educational outcomes of both groups. A focus on the impact of publicly funded single- sex learning environments is especially important considering that the number of single- sex public schools is on the rise in the United States and that they are most often developed as a means to target and address the low academic performance of minority males.
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 An Examination of the Influence of Single Sex Instruction on Student Achievement and Behavior at Sixth Grade Level at Two Middle Schools written by James Craig Outlaw and published by . This book was released on 2008 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: In 2002, the Bush administration inaugurated its signature educational program, No Child Left Behind which included a provision to relax the restrictions of Title IX regarding single sex instruction. Opponents responded by contending there was a lack of credible research on single sex instruction and the proposed modifications were based strictly on the desire to make available to public education the same instructional flexibility exercised by private schools. Supporters of single sex instruction assert that separating the sexes, during middle grades will reduce classroom disruptions allowing increased time on task. Supporters also hold that instructors will employ instructional strategies that address differences in learning styles between males and females. These two factors would, according to supporters, result in improved student achievement and behavior. This study compared CRCT scores for two years of heterogeneous sixth grade classes in math, reading and language arts to two years of CRCT scores in the same content areas from single sex classes at two different middle schools. Further, in order to determine the influence of single sex classes on student behavior at the sixth grade level, the frequency of disciplinary referrals for two years of heterogeneous classes were 2 compared to the frequency levels of single sex sixth grade classes at the same two middle schools. The results of this study indicated there was no statistical difference in CRCT scores between heterogeneous sixth grade classes in math, reading and language arts and those of single sex sixth grade students in the same content domains. Additionally, the results of the study indicated no reduction in disciplinary referrals.
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 The Effects of Single sex Schooling on Student Achievement and Attitudes in Nigeria written by Valerie E. Lee and published by . This book was released on 1989 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: Single-sex schooling in Nigeria benefits female, but not male, math students. More research is needed to find out why -- and why adolescent females in Nigeria do as well as adolescent males on math achievement tests (unlike their American counterparts).
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 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 Boys and Girls Learn Differently A Guide for Teachers and Parents written by Michael Gurian and published by John Wiley & Sons. This book was released on 2010-10-19 with total page 407 pages. Available in PDF, EPUB and Kindle. Book excerpt: A thoroughly revised edition of the classic resource for understanding gender differences in the classroom In this profoundly significant book, author Michael Gurian has revised and updated his groundbreaking book that clearly demonstrated how the distinction in hard-wiring and socialized gender differences affects how boys and girls learn. Gurian presents a proven method to educate our children based on brain science, neurological development, and chemical and hormonal disparities. The innovations presented in this book were applied in the classroom and proven successful, with dramatic improvements in test scores, during a two-year study that Gurian and his colleagues conducted in six Missouri school districts. Explores the inherent differences between the developmental neuroscience of boys and girls Reveals how the brain learns Explains when same sex classrooms are appropriate, and when they’re not This edition includes new information on a wealth of topics including how to design the ultimate classroom for kids in elementary, secondary, middle, and high school.
Download or read book Effects of Single Sex Classrooms on Self Esteem and Student Achievement written by Sherry Autum McCane and published by . This book was released on 2004 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: On January 8, 2002, when President Bush signed into effect the No Child Left Behind Act (NCLB) of 2001, he reauthorized the Elementary and Secondary Act of 1965. These acts allow public schools more flexibility in improving educational outcomes for children (Jost, 2002; OCR, 2004). One of the means being utilized by some schools is a single sex classroom structure.
Download or read book All Or Nothing written by Soohyung Lee and published by . This book was released on 2014 with total page 5 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
