Relevant bibliographies by topics / Single-sex

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Single-sex'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Single-sex"

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Ritvo, Harriet. "Sex and the Single Animal." Grand Street 7, no. 3 (1988): 124. http://dx.doi.org/10.2307/25007110.

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Sadler, K. "Sex and the single worm." Trends in Cell Biology 8, no. 7 (December 1998): 262–63. http://dx.doi.org/10.1016/s0962-8924(98)01306-3.

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Baylis, Christine, and Curtis B. Wilson. "Sex and the Single Kidney." American Journal of Kidney Diseases 13, no. 4 (April 1989): 290–98. http://dx.doi.org/10.1016/s0272-6386(89)80035-6.

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Pennisi, E. "Sex and the Single Killifish." Science 313, no. 5792 (September 8, 2006): 1381. http://dx.doi.org/10.1126/science.313.5792.1381.

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Whitfield, S. J. "Sex and the Single Decade." American Literary History 12, no. 4 (April 1, 2000): 771–79. http://dx.doi.org/10.1093/alh/12.4.771.

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Cherfas, J. "Sex and the single gene." Science 252, no. 5007 (May 10, 1991): 782. http://dx.doi.org/10.1126/science.2028253.

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Davies, Michael. "Sex and the single electron." Trends in Biochemical Sciences 18, no. 12 (December 1993): 486–87. http://dx.doi.org/10.1016/s0968-0004(10)80002-7.

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Sun, Tai-ping. "Sex and the single fern." Science 346, no. 6208 (October 23, 2014): 423–24. http://dx.doi.org/10.1126/science.1260948.

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Howlett, Rory. "Sex and the single copepod." Nature 394, no. 6692 (July 1998): 423–25. http://dx.doi.org/10.1038/28743.

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Park, H., J. R. Behrman, and J. Choi. "Single-Sex Education: Positive Effects." Science 335, no. 6065 (January 12, 2012): 165–66. http://dx.doi.org/10.1126/science.335.6065.165-b.

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Dissertations / Theses on the topic "Single-sex"

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Kylberg, Julia, and Alexandra Wulff. "English in single-sex classrooms. English teachers’ considerations when selecting texts for single-sex classes." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35836.

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The purpose of this dissertation is to find out whether some teachers at the vocational upper secondary schools where we have had our teaching practice are aware of the gender perspective and if/how they implement it in their teaching. The focus of the investigation is to find out to what extent the teachers in question take gender into account when they select texts for their single-sex classes. The aim was to learn about the teachers’ thoughts and views on gender issues as well as learning more about how to work gender consciously in the classroom. Qualitative interviews with seven upper secondary teachers were carried out. The semi-structured interviews we conducted contained guiding questions concerning gender, single-sex classes, material used for teaching. All the interviewed teachers think that gender is a very important question both in school and in society. The majority of the participating teachers do adjust their material with gender as a factor according to the sex of the majority of the class. The teachers emphasized that they also take other factors into account when selecting texts; an important one is the pupils’ course of study and interests.
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Price, Fiona. "Single-sex schooling and adolescent relationships /." Title page, contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psp945.pdf.

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Scioli, Rose M. "Gender Roles and the Single-Sex Environment: The Effects of Single-Sex Schooling on Gender Role Attitudes and Life Plan." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/345767.

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Educational Leadership
Ed.D.
The purpose of this study was to ascertain whether or not the single-sex environment has an effect on the gender role perceptions and life paths of young women. Students were selected from two urban high schools, one all-girls and one coeducational. The schools themselves are located a short distance from each other to ensure consistency in regards to socioeconomic status. This study used a mixed methods analysis. Female students in their senior year of high school were surveyed using a gender role perception inventory (Prasad & Baron, 2009). Ten students from the original sample, five from each site, were then selected for in-depth, face-to-face interviews. Results indicate that there is little difference in gender role perception and life path between the two samples. The only exception is in the area of gender role reversal, which favors the single-sex school. As such, students from the single-sex school are more likely to indicate comfort with the inversion of conventional gender roles. In terms of life path, no significant difference between the two groups was found in terms of traditional, non-traditional, and gender-neutral career plans. Interviews with students from both sites reveal two major differences thematically. Students in the single-sex school reported that the decision to attend an all-girls school was mostly made by their parents, while students in the coeducational school reported making the decision themselves. The second difference between the two environments is that students in the single-sex school reported that they and their peers in the school feel quite comfortable acting “themselves” because of the lack of males in the environment. The students in the coeducational school corroborated that sentiment by expressing the tendency of their female peers to act differently in the presence of male peers. The results of this study do not conclusively prove that the single-sex environment is beneficial for the formation of non-traditional gender role perception and life path, with the exception of the reversal finding. The interviews, however, may indicate that the students in the single-sex environment have an advantage in terms of comfort because of the absence of their opposite sex peers. Indisputably, this study confirms that more research is needed in the area of single-sex education for females.
Temple University--Theses
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Meuller, Fiona J., and n/a. "Teachers' attitudes towards single-sex and co-educational schools." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061110.100834.

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Glasser, Howard M. "Single-sex middle school science classrooms separate but equal? /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of Educational Psychology and Educational Technology, 2008.
Dissertation committee: John P. Smith III, Angela Calabrese Barton, Kristen Renn, Julia Grant, and David Sadker--From acknowledgments. Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 275-284). Also issued in print.
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Leung, Hung-piu, and 梁雄標. "Changing from single sex to mixed sex physical education in secondary schools: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195957X.

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Leung, Hung-piu. "Changing from single sex to mixed sex physical education in secondary schools : a case study /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811425.

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Blue, Kathleen M. "Does education come in pink or blue? the effect of sex segregation on education /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Blue_KMITthesis2009.pdf.

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Gati, Pia. "The use of swear words by women: a study of single sex and mix sex conversations." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27709.

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This essay discusses women’s use of swear words in both single sex constellations and mix sex constellations. Its primary aim is to find out which swear words women use the most. The secondary aim is to see what communicative function they have in the women’s usage. As a final point, the tertiary aim is to discover in what gender constellation women swear the most. In this research, a combination of quantitative and qualitative methodology is used. The quantitative methodology is used to find out which words are the most common, and the qualitative methodology is used to examine which communicative functions they converse, as well as to study how the different gender constellations effect the usage of dirty language. The analysis of this essay is divided into these three parts - which words, which communicative functions, and the effect of gender constellations - and concludes and confirms previous research in this narrow and rare field of investigation. This paper shows that women swear less than men but more when they are in the company of their own gender. It also displays which words are the most common, both in tables and in discussion. Finally, this essay shows the most common functions of the chosen swear words women use.
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O'Keefe, Doris. "Career aspirations of young women in single-sex educational institutions." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63387.

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Books on the topic "Single-sex"

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Pollard, Diane. Single-sex education. [Newton, MA]: WEEA Equity Resource Center, 1999.

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Drumbolis, Nick, ed. Sex & the Single Mushroom. 2nd ed. Toronto: syndicate, 1995.

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Moynihan, Isa. Sex & the single mayfly. Auckland: Reed Books/Reed Pub. (NZ), 1997.

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Alexander, Carly, Theresa Alan, and Holly Chamberlin. Sex and the single witch. New York, NY: Kensington Books, 2005.

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Alan, Theresa. Sex and the single witch. New York, NY: Strapless Books, 2006.

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Sex and the single vampire. New York: Leisure Books, 2009.

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MacAlister, Katie. Sex and the single vampire. New York: Love Spell, 2004.

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Copyright Paperback Collection (Library of Congress), ed. Sex and the single vampire. New York: Love Spell, 2004.

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Kelly, Vanessa. Sex and the single earl. New York: Zebra Books/Kensington Pub., 2010.

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Sex and the single Christian. Nashville: Abingdon Press, 1987.

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Book chapters on the topic "Single-sex"

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Maxwell, Kenneth. "Single Cell Sex." In The Sex Imperative, 33–52. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-5988-1_3.

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Goldfield, Raymond. "Single-Sex Education." In Encyclopedia of Cross-Cultural School Psychology, 891–93. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_388.

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Leder, Gilah. "Single-Sex Mathematics Classrooms." In Encyclopedia of Mathematics Education, 779–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_139.

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Leder, Gilah. "Single-Sex Mathematics Classrooms." In Encyclopedia of Mathematics Education, 547–50. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_139.

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Jackson, Carolyn. "Single-Sex Classes in Science." In Encyclopedia of Science Education, 968–69. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_380.

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Cookson, Peter W. "Single-Sex or Coeducational Classes." In International Handbook of Research on Teachers and Teaching, 919–27. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_60.

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Jackson, Carolyn. "Single-Sex Classes in Science." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_380-3.

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Müller, Werner A. "Sex and the Single Gene." In Developmental Biology, 301–9. New York, NY: Springer New York, 1997. http://dx.doi.org/10.1007/978-1-4612-2248-4_20.

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Whelehan, Imelda. "Sex and the Single Girl." In The Feminist Bestseller, 21–41. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21182-7_2.

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Lingard, Bob, Wayne Martino, and Martin Mills. "Single-Sex Classes and Schools for Boys." In Boys and Schooling, 86–118. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230582767_4.

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Conference papers on the topic "Single-sex"

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Evans, Leonard. "Sex and the Single-Vehicle Crash." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2005. http://dx.doi.org/10.17077/drivingassessment.1135.

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Sheymardanov, Shamil. "The Analysis and Research Prospects of Single-Sex Education." In the 2019 5th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3337682.3337685.

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Brandell, Gerd, Svante Carlsson, Håkan Ekblom, and Ann-Charlotte Nord. "A single-sex programme in computer science and engineering (poster)." In The supplemental proceedings of the conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/266057.266172.

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Blue, Jennifer, Mary Elizabeth Mills, and Ellen Yezierski. "Self-efficacy in introductory physics in students at single-sex and coeducational colleges." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789656.

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Lingappan, K., E. Sajti, X. Dong, and C. Coarfa. "Single Cell RNA-Seq Profiling of the Neonatal Lung Reveals Sex-Specific and Cell-Type Specific Susceptibility to Hyperoxic Injury." In American Thoracic Society 2021 International Conference, May 14-19, 2021 - San Diego, CA. American Thoracic Society, 2021. http://dx.doi.org/10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a3318.

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Edenbrandt, C.-M., S. Gershagen, P. Femlund, R. Wydro, J. Stenflo, and Å. Lundwall. "GENE STRUCTURE OF VITAMIN K-DEPENDENT PROTEIN S; A REGION HOMOLOGOUS TO SEX HORMONE BINDING GLOBULIN (SHBG) REPLACES THE SERINE PROTEASE REGION OF FACTORS IX, X AND PROTEIN C." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1644640.

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It has recently been shown that the similarity between coagulation factors IX, X and protein C in the protein sequence is also evident in the organization of their genes. To further elucidate the relation of protein S to the other vitamin K-dependent clotting factors, we are now characterizing the human protein S gene. The size of the gene was estimated to be more than 45 kb, by hybridization of a cDNA for human protein S with chromosomal DNA in a Southern blot.We have isolated three overlapping clones from a human genomic DNA library in bacteriophage λ Charon 4A, which cover approximately 40 kb of the gene. The clones have been mapped by single- and double restriction enzyme digestion. Genomic subclones in pUC 18 which hybridize with cDNA probes for protein S have been isolated and sequenced to establish the intron/exon structure of the gene. The 5’- part of the human protein S gene closely resembles the corresponding part of the genes for factors IX, X and protein C. However, the thrombin sensitive region (amino acids 46-75), which is unique for protein S among the vitamin K-dependent clotting factors, is coded for by a separate exon. The 3'- end of the protein S gene, coding for amino acids 247-635, is not homologous to the catalytic region of the vitamin K-dependent serine proteases but shows a significant homology to human sex hormone binding globulin (SHBG).
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Oscoz Irurozqui, Maitane, Maria Guardiola-Ripoll, Carmen Almodóvar-Payà, Salavador Sarró, Amalia Guerrero-Pedraza, Edith Pomarol-Clotet, and Mar Fatjó-Vilas. "Cannabis use and genes of endocannabinoid system: their role in psychotic symptoms and cognition in first-episode psychosis." In 22° Congreso de la Sociedad Española de Patología Dual (SEPD) 2020. SEPD, 2020. http://dx.doi.org/10.17579/sepd2020o031.

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Objectives. To evaluate the association of cannabis use, genes of the endocannabinoid system and their interaction on clinical symptoms and cognitive performance in patients with a first-episode of pyschosis. Background. The role of both cannabis use and individual genetic background has been shown in the risk for psychosis. However, the influence of cannabis and variability at endocannabinoid genes on the psychosis outcome still remains inconclusive. Materials and Methods. The sample comprised 43 Caucasian individuals with a first-episode of psychosis (mean age(sd)=25.80(6.39) years, 76.7% males, 51.2% cannabis users).There were no differences in age and sex between cannabis users and non-users. Genetic variability was assessed by genotyping one Single Nucleotide Polymorphism (SNP) in each gene (CNR1-rs1049353 and CNR2-rs2501431). Clinical (PANSS, GAF) and neuropsychological (WAIS, WMS, BADS) scales were administered. Results and conclusions. Genotypic frequencies did not differ between cannabis users and non-users. Cannabis use was associated with better manipulative abilities (IQ-M-WAIS, p=0.029) and better executive function (BADS, p=0.036). CNR1-T allele carriers presented higher disorganized and negative syndrome scores (p=0.001 and p=0.044, respectively). The interaction models evidenced a combined effect of CNR1 and cannabis use on the negative syndrome-PANSS (p=0.037). These results suggest the role of cannabis use and genetic background on cognitive and psychopathological outcomes in first-episode psychosis. However, evidence is still scant, and further investigation in larger samples is needed.
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Milazzotto, F., M. Carelli, C. Citone, G. Di Macro Tullio, G. C. Gambelli, P. Giampaolo, U. Malinconico, C. Polizzi, and U. Cornelli. "EFFECTIVENESS OF DEFIBROTIDE IN THE TREATMENT OF ACUTE MYOCARDIAL INFARCTION." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1643146.

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Defibrotide (D) is an extractive polydesoxyribonucleotide. In preclinical studies the product was shown to be active as a pro -fibrinolytic, antithrombotic and thrombolytic agent while comply tely devoid of anticoagulant activity. In animal models, D was found to afford striking protection from the effects of acute lethal and non lethal myocardial ischemia as well as from myo -cardial injury following reperfusion. In this open single - blim trial, D was administered to patients with acute myocardial infaj ction (AMI) for the prevention of complicating arrhythmias; throy bus formation, pericarditis, etc.Sixty patients with AMI were divided randomly into two groups of 30 patients each. One group was treated with D by 6-hour drip infusion for 3 consecutive days (2.8 g on the first day, then 2.4 g daily). The other group was treated with equal volumes of physiological salt solution. All patients received conventional trea_t ment for AMI. The two trial groups were sufficiently homogeneous in terms of AMI type, age and sex distribution, PCT, Forrester index, Holter, and Peel index. D treatment proved effective in reducing the incidence of severe arrhythmia (p < 0.05), thrombus formation (p < 0.05), and pericarditis (p < 0.01). CPK, TT and PTT readings were not modified by the treatment; the incidence of post-AMI angina and the number of deaths (4 in each group) were similar in the two groups. The results of this pilot study are encouraging; further clinical trials are currently in progress to assess D activity in larger groups of patients treated with the product at higher dosages.
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Konh, Bardia, and Tarun K. Podder. "Design and Fabrication of a Robust Active Needle Using SMA Wires." In 2017 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dmd2017-3470.

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Shape memory alloy (SMA) based active needles [1] have shown the potential to introduce remarkable improvements to many percutaneous needle-based procedures such as thermal ablation, brachytherapy and breast biopsy. Brachytherapy for instance is a common procedure to treat early stage prostate cancer because its superior clinical outcome. Prostate cancer is sex specific and only affects males; it is more prevalent in elderly males, ages 65–74 years old [2]. There is projected to be a 24% increase in cancer cases for men by 2020, this would mean approximately 1 million new cases each year [3]. There was a study in 2015 [4] that examined the needle placement accuracy for brachytherapy procedure while implementing the use of a 3D navigation system, Surgical Planning and Orientation Computer System. The study examined the Target Registration Error (TRE) for single and multiple needle placements. Analysis of the 250 different targets showed a mean Target Registration Error for single needle applications of (1.1 ± 0.4 mm), (0.9 ± 0.3 mm), and (0.7 ± 0.3 mm) in the x, y, and z directions, respectively. The maximum deviation was found 2.3 mm. In another study by Podder et al. [5], the effects of dose distribution has been discussed which has a high influence on the clinical outcome. The study shows that the curvilinear approach by the active needle would introduce the potential for improving dose distribution, reducing number of needles and resulting is better clinical outcome. Actuating the surgical needles for higher accuracy, SMAs are considered as suitable actuators [6] because of their lightweight, high force and energy density. However, SMA actuated needle will be more complex and may incur additional inaccuracy; thereby after development of a robust active needle, control studies sound very necessary. The focus of this work is to introduce an innovative design of an active needle, and to fabricate the device to demonstrate its capability of creating a high maneuverability at the needle tip. This design of the active needle privileges from actuation of a comparatively long SMA wire to create a considerable amount of deflection, while minimizing the tissue rupture. Most of the needles today are made of stainless steel, titanium or Nitinol; they are ensured to be sturdy enough to puncture the tissue and overcome its resistance during insertion. This would limit the flexibility of the needles. In our previous designs [7,8], a joint element was included in design to provide more dexterity to the needle’s structure. Despite of the fact that this soft element increased the needle’s flexibility; the design introduced a high tissue rupture during actuation because of the gap between the body of the needle and the SMA actuator. The amount of rupture was increasing with larger deflection of the needle. This work decreases the rupture to a reasonable amount while even a higher deflection compared to our previous design is achieved. Table 1 lists general specifications and approximations of dimensions and requirements that have been tried to be addressed in the current design as much as possible. There will be still future work to meet some other factors discussed at the end of this study.
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Meda, Shashwath, Erwin Boer, Nicolas Ward, Gregory Book, Michael Stevens, Catherine Boyle, Muhammad Mubeen, and Godfrey Pearlson. "Longitudinal Effects of Acute Cannabis Exposure on Automobile Driving Behavior in a Naturalistic Simulated Environment." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.21.

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Background: Driving is a complex day-to-day activity that employs a variety of cognitive and psychomotor functions in harmony, many of which are known to be affected acutely by CNB intoxication which could in turn pose a significant public health risk. The recent legalization of both recreational and/or medicinal marijuana in several states has thus created an urgent need to better understand the effects of CNB on such functions in the context of driving. The present study employs a longitudinal, double-blind, placebo- 2 active dose study to investigate the effects of CNB on a variety of driving-related behaviors in a controlled, naturalistic simulated environment. Methods: The current study employed N=37 subjects (N=25 male, frequent cannabis users, mean age 24.25+7.01), each exposed to a placebo, low and high dose of CNB on three separate days. On each day, following a single acute inhaled 0.5 g dose of either 0%, 3% or 5-7% of THC via a desktop vaporizer, subjects drove a virtual driving simulator (RTI SimVehicle platform) three times inside an MRI scanner and once out of scanner, randomized, and dispersed throughout an eight hour daily period. During each driving session three distinct real time behavioral tasks corresponding to lane-keeping following simulated wind gusts (operational), lead car following (tactical) and safe overtaking (strategic) were assessed and corresponding behavioral data were computed using custom Matlab scripts. Data were analyzed using a mixed model framework in SPSS v24 which included dose, session, instrument (desktop v MRI), dose*session, dose*instrument and session*instrument as primary factors, covarying for age and sex. Results: Intoxicated subjects made significantly fewer gas pedal corrections (p<0.02) during the car following task and similarly fewer corrections to the steering reversal rate (p<0.02) during the lane weaving task, suggesting reduced awareness under the influence of cannabis. In addition we found that several variables showed significant differences in terms of estimates captured throughout the day suggesting that overall risk taking lessened as the day progressed and CNB effects wore off. Also, data trends suggested that under the high dose subjects took longer to return to baseline from their ‘impaired’ driving patterns. Key metrics that showed such significant daily effects included mean headway (p<0.001) and time to collision (p=0.02) from the car following task, deviation of lane position (p=0.03) from the lane weaving task, median gap (p=0.02) and overtaking speed (p=0.02) from the overtaking task. Although many driving measurements differed depending on whether driving was done in MRI or at a desktop setting, these differences had no relationship to different drug dose levels. Conclusion: In summary, key driving functions affected under higher doses of CNB largely agreed current cross sectional literature. Generally, largest impairments in driving behavior seemed to occur within 1-4 hours after drug exposure, which might have important implications for real life driving situations. Our preliminary analyses yield numerous metrics that changed throughout the day, suggesting broad-based impairment on many metrics commonly used to quantify driving performance and risk.
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Reports on the topic "Single-sex"

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Booth, Alison L., Lina Marcela Cardona-Sosa, and Patrick Nolen. Gender differences in risk aversion : Do single-sex environments affect their development? Bogotá, Colombia: Banco de la República, October 2013. http://dx.doi.org/10.32468/be.786.

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Booth, Alison L., Lina Marcela Cardona-Sosa, and Patrick Nolen. Do single-sex classes affect achievement? : a study in a coeducational university. Bogotá, Colombia: Banco de la República, October 2013. http://dx.doi.org/10.32468/be.787.

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Jackson, C. Kirabo. Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago. Cambridge, MA: National Bureau of Economic Research, February 2011. http://dx.doi.org/10.3386/w16817.

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Jackson, C. Kirabo. The Effect of Single-Sex Education on Test Scores, School Completion, Arrests, and Teen Motherhood: Evidence from School Transitions. Cambridge, MA: National Bureau of Economic Research, May 2016. http://dx.doi.org/10.3386/w22222.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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Abstract:
The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Sex Composition (male) by Marital Status, 2006 - Single (by census subdivision). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301512.

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Sex Composition (female) by Marital Status, 2006 - Single (by census subdivision). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301522.

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Sex Composition (male) by Marital Status, 2006 - Single (by census division). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301513.

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Sex Composition (female) by Marital Status, 2006 - Single (by census division). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301523.

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