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Journal articles on the topic 'Single sex Catholic schools'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Karpiak, Christie P., James P. Buchanan, Megan Hosey, and Allison Smith. "University Students from Single-Sex and Coeducational High Schools: Differences In Majors and Attitudes at a Catholic University." Psychology of Women Quarterly 31, no. 3 (September 2007): 282–89. http://dx.doi.org/10.1111/j.1471-6402.2007.00371.x.

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We conducted an archival study at a coeducational Catholic university to test the proposition that single-sex secondary education predicts lasting differences in college majors. Men from single-sex schools were more likely to both declare and graduate in gender-neutral majors than those from coeducational schools. Women from single-sex schools were more likely to declare gender-neutral majors, but were not different from their coeducated peers at graduation. A second study was conducted with a sample of first-year students to examine the correspondence between egalitarian attitudes, single-sex secondary education, and major choice. Egalitarianism was higher in students in nontraditional majors, but did not correspond in expected ways with single-sex education. Men from single-sex schools were less likely to hold egalitarian attitudes about gender roles, whereas women from single-sex and coeducational high schools did not differ in egalitarianism. Taken together, our results raise questions about the potential of single-sex high schools to reduce gender-stratification in professions.

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2

Marsh, Herbert W. "Public, Catholic Single-Sex, and Catholic Coeducational High Schools: Their Effects on Achievement, Affect, and Behaviors." American Journal of Education 99, no. 3 (May 1991): 320–56. http://dx.doi.org/10.1086/443985.

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3

Montgomery, Alice, and Leslie J. Francis. "Relationship between Personal Prayer and School-Related Attitudes among 11–16-Year-Old Girls." Psychological Reports 78, no. 3 (June 1996): 787–93. http://dx.doi.org/10.2466/pr0.1996.78.3.787.

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A sample of 392 girls between the ages of 11 and 16 years attending a state-maintained single-sex Catholic secondary school completed six semantic differential scales of attitudes toward school and toward lessons concerned with English, music, religion, mathematics, and sports, together with information about paternal employment and their personal practice of prayer. The relationship between personal prayer and attitude toward school after controlling for age and social class was positive.

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4

García, Mónica G. "Creating a Homeplace: Young Latinas Constructing Feminista Identities in the Context of a Single-Sex Catholic School." High School Journal 101, no. 1 (2017): 27–48. http://dx.doi.org/10.1353/hsj.2017.0014.

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5

Hukom, Kenia, and Dennis Madrigal. "Assessing the Correlation between Demographics, Academic Stress, and Coping Strategies of Filipino High School Students with Single-Parents." Philippine Social Science Journal 3, no. 3 (December 30, 2020): 151–61. http://dx.doi.org/10.52006/main.v3i3.291.

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Academic stress is a certain level of academic-related demands that exceed the students' adaptive capabilities. Related to this is coping strategies, which is a mindful effort to endure the stress. Thus, the descriptive-correlational research determined the associations among the demographic variables, the level of academic stress, and the extent of coping strategies. Academic Stress Scale and COPE Inventory standardized tests, were used among sixty-seven Filipino high school students with single-parents of a Catholic school. The data were statistically analyzed using Mean, Standard Deviation, Pearson r, and Spearman rank correlation. As a whole, their academic stress is low with no significant relationship between academic level and single-parents' educational level. However, a moderate level of academic stress was found with a significant relationship between sex and family monthly income. The overall coping strategies is great with a significant relationship between family monthly income. However, there is no significant relationship between coping strategies and academic level, sex, and single-parents' educational level. Finally, no significant relationship was found between academic stress and coping strategies. The study recommends designing an enhanced stress management program for high school students.

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6

Tonti-Filippini, Nicholas. "Sex Reassignment and Catholic Schools." National Catholic Bioethics Quarterly 12, no. 1 (2012): 85–97. http://dx.doi.org/10.5840/ncbq201212176.

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7

Nadhirah, Nadia Aulia, Ipah Saripah, and Esty Noorbaiti Intani. "Penyesuaian Sosial Remaja Single Sex Schools." Indonesian Journal of Educational Counseling 4, no. 2 (July 28, 2020): 143–52. http://dx.doi.org/10.30653/001.202042.134.

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ADOLESCENT SOCIAL ADJUSTMENT OF SINGLE SEX SCHOOLS. Teenagers sometimes have the inability to overcome the conflicts they face. This inability can be seen from the behavior of not finding the right ways to overcome problems, resolve demands from the environment, unable to build good relationships with others, hard to believe and be accepted by other people or their environment. The study aims to determine social adjustment in adolescent single sex schools which is a practice of learning by dividing students according to gender, male students are in a classroom with the same sex, and vice versa. The results of evaluations carried out on single sex schools, there are several problems that hinder the task of adolescent development, one of which is the aspect of social adjustment. The study was conducted using a survey method in class XII students of one of the boarding school high schools in Bandung. The results showed 50% of students included in the category of well-adjustment, and 50% of students included in the category of maladjustment. Therefore, it is necessary to formulate an appropriate requirement for guidance and counseling services designed for the development of boarding school students’ self-adjustment.

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8

Heise, Michael, and Rosemary C. Salomone. "Are Single-Sex Schools Inherently Unequal?" Michigan Law Review 102, no. 6 (May 2004): 1219. http://dx.doi.org/10.2307/4141943.

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9

Dustmann, Christian, Hyejin Ku, and Do Won Kwak. "Why Are Single-Sex Schools Successful?" Labour Economics 54 (October 2018): 79–99. http://dx.doi.org/10.1016/j.labeco.2018.06.005.

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10

Yalcinkaya, M. Talha, and Ayse Ulu. "Differences Between Single-Sex Schools and Co-Education Schools." Procedia - Social and Behavioral Sciences 46 (2012): 13–16. http://dx.doi.org/10.1016/j.sbspro.2012.05.058.

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11

Banusing, Rita O., and Joel M. Bual. "The Quality of Catholic Education of Diocesan Schools in the Province of Antique." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 35–36. http://dx.doi.org/10.52006/main.v3i2.150.

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The mission of Catholic schools is linked to the evangelizing thrust of the Church in proclaiming Christ to the world to transform society. However, most Catholic institutions nowadays are confronted with issues on the deterioration of values, migration of qualified teachers to public schools, and decline in enrolment, posing threats to the Catholic identity and mission, operational sustainability, and quality of teaching and learning. To address these problems, the Catholic Educational Association of the Philippines (CEAP) developed the Philippine Catholic Schools Standards (PCSS) to help these schools in the country revisit and re-examine their institutional practices according to the identity and mission of the Catholic Church. Hence, this paper assessed the quality of Catholic education of diocesan schools in the Province of Antique in the light of Catholic identity and mission, leadership and governance, learner development, learning environment, and operational vitality domains of PCSS. Also, it sought to find out whether a significant relationship exists between the age, sex, length of service, and designation of assessors and their quality assessment on Catholic education.

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12

Wills, Robin, Sue Kilpatrick, and Biddy Hutton. "Single‐sex classes in co‐educational schools." British Journal of Sociology of Education 27, no. 3 (July 2006): 277–91. http://dx.doi.org/10.1080/01425690600750452.

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13

Johnson, Dominique, and Billie Gastic. "Patterns of Bullying in Single-Sex Schools." Sexuality Research and Social Policy 11, no. 2 (February 13, 2014): 126–36. http://dx.doi.org/10.1007/s13178-014-0146-9.

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14

Figlio, David, and Jens Ludwig. "Sex, Drugs, and Catholic Schools: Private Schooling and Non-Market Adolescent Behaviors." German Economic Review 13, no. 4 (December 1, 2012): 385–415. http://dx.doi.org/10.1111/j.1468-0475.2012.00572.x.

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AbstractThis study examines the effects of private schooling on adolescent non-market behaviors. We control for differences between private and public school students by making use of the rich set of covariates available with our NELS micro-dataset. We also employ an instrumental-variables strategy that exploits variation across metropolitan areas in the costs that parents face in transporting their children to private schools, which stem from differences in the quality of the local transportation infrastructure. We find evidence to suggest that religious private schooling reduces involvement in the most consequential risky behaviors such as teen sexual activity, arrests, and use of hard drugs (cocaine), but not drinking, smoking and marijuana use.

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15

Brown, Frank, and Charles J. Russo. "Single-Sex Schools, the Law, and School Reform." Education and Urban Society 31, no. 2 (January 1999): 145–58. http://dx.doi.org/10.1177/0013124599031002002.

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16

Gastic, Billie, and Dominique Johnson. "Addressing Gender-Based Violence in Single Sex Schools." Journal of Curriculum and Pedagogy 10, no. 2 (December 2013): 127–30. http://dx.doi.org/10.1080/15505170.2013.849633.

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17

Lee, Valerie E., and Anthony S. Bryk. "Effects of single-sex schools: Response to Marsh." Journal of Educational Psychology 81, no. 4 (1989): 647–50. http://dx.doi.org/10.1037/0022-0663.81.4.647.

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18

Lee, Soohyung, Muriel Niederle, and Namwook Kang. "Do single-sex schools make girls more competitive?" Economics Letters 124, no. 3 (September 2014): 474–77. http://dx.doi.org/10.1016/j.econlet.2014.07.001.

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19

Bowe, Anica G., Christopher D. Desjardins, Lesa M. Covington Clarkson, and Frances Lawrenz. "Urban Elementary Single-Sex Math Classrooms." Urban Education 52, no. 3 (August 3, 2016): 370–98. http://dx.doi.org/10.1177/0042085915574521.

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This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students ( n = 77 sixth graders, n = 4 teachers, n = 2 principals). Findings demonstrate that African American girls made more math achievement gains in single-sex classrooms; single-sex classrooms might mitigate math academic stereotypes for students and teachers; and that important contextual factors play a role in these outcomes. Testing these factors is a step toward delineating a theory of change for single-sex education in urban public schools.

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20

Harris, Mary B. "Coeducation and Sex Roles." Australian Journal of Education 30, no. 2 (August 1986): 117–31. http://dx.doi.org/10.1177/000494418603000202.

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In order to test conflicting hypotheses about the effects of coeducational versus single-sex schooling, 538 first-term Australian university students who had attended single sex or coeducational high schools were compared on a number of variables relating to sex roles. Those from the two types of schools did not differ significantly on the Australian Sex Roles Inventory or on a measure of nontraditional attitudes towards sex roles, although males and females differed in predictable ways. Most subjects, particularly those from coeducational schools, felt that coeducational schools are preferable and lead to a more natural attitude towards the opposite sex. Subjects from coeducational rather than single-sex schools said that they had more opposite-sex friends in high school and were more likely to feel that their school helped rather than hindered their everyday relations with the opposite sex and their chances for a happy marriage. However subjects did not feel that boys and girls learn or behave better in coeducational schools, and there were no differences in the percentages of subjects from the two types of schools who reported having had sexual intercourse or been in love while in high school. The single-sex schools attended tended to differ from the coeducational ones in being smaller, more urban, and more likely to be selective, which made comparisons difficult to interpret. Nevertheless it seems reasonable to conclude that coeducational schooling, at least for this selective sample, may have some advantages in fostering interactions with the opposite sex.

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21

Anfara, Vincent A., and Steven B. Mertens. "Do Single-Sex Classes and Schools Make a Difference?" Middle School Journal 40, no. 2 (November 2008): 52–59. http://dx.doi.org/10.1080/00940771.2008.11461673.

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22

West, Anne, and Jan Hunter. "Parents’ Views on Mixed and Single‐sex Secondary Schools." British Educational Research Journal 19, no. 4 (January 1993): 369–80. http://dx.doi.org/10.1080/0141192930190406.

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23

Dhindsa, Harkirat S., and Siti-Zahrani Binti Haji Md Salleh. "Affective Domain Progression in Single-Sex and Coeducational Schools." International Journal of Science and Mathematics Education 16, no. 5 (March 18, 2016): 891–908. http://dx.doi.org/10.1007/s10763-015-9692-8.

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24

Tsikati, Alfred F., and Nontobeko Mkhize. "PREDICTORS OF AGRICULTURE STUDENT ACADEMIC PERFORMANCE IN SINGLE SEX SCHOOLS IN ESWATINI." Journal of Education and Practice 3, no. 1 (January 31, 2019): 1. http://dx.doi.org/10.47941/jep.273.

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Purpose: Research at international platforms indicates that learners learn better if they are in a single sex school than in a co-education school. However, little information exists in the literature about students’ academic affairs in single sex schools in Eswatini. Thus, the study sought to identify predictor variables for agriculture student academic performance of single sex schools in Eswatini.Methodology: A descriptive-correlational research design was used. Ten Form 4 and Form 5 agriculture student from six single sex schools were randomly sampled for the study. Thus, a total of 120 agriculture student from the six single sex school participated in the study. A self-administered questionnaire was used in data collection. Three educational experts from the department of Agricultural Education and Extension established the face and content validity of the instrument. The instrument was found to be 83% reliable. Descriptive and inferential statistics were used in data analysis. Multiple regression was used to identify the predictors for agriculture student academic performance in single sex schools in Eswatini.Results: The study revealed that the agriculture student academic performance is predicted by sex.Recommendations: Therefore, the study recommended that parents should be encouraged to enroll their children in single sex schools especially boys schools so that they can do well in agriculture. A similar study should be conducted to compare the agriculture students’ academic performance in single sex schools versus co-educational schools in Eswatini.

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25

Smith, John T. "The Priest and the Elementary School in the Second Half of the Nineteenth Century." Recusant History 25, no. 3 (May 2001): 530–42. http://dx.doi.org/10.1017/s003419320003034x.

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The Report of a Select Committee in 1835 gave the total of Catholic day schools in England as only 86, with the total for Scotland being 20. Catholic children had few opportunities for day school education. HMI Baptist Noel reported in 1840: ‘very few Protestant Dissenters and scarcely any Roman Catholics send their children to these [National] schools; which is little to be wondered at, since they conscientiously object to the repetition of the Church catechism, which is usually enforced upon all the scholars. Multitudes of Roman Catholic children, for whom some provision should be made, are consequently left in almost complete neglect, a prey to all the evils which follow profound ignorance and the want of early discipline.’ With the establishment of the lay dominated Catholic Institute of Great Britain in 1838 numbers rose to 236 in the following five years, although the number of children without Catholic schooling was still estimated to be 101,930. Lay control of Catholic schools diminished in the 1840s. In 1844, for example, Bishop George Brown of the Lancashire District in a Pastoral letter abolished all existing fund-raising for churches and schools and created his own district board which did not have a single lay member. The Catholic Poor School Committee was founded in 1847, with two laymen and eight clerics and the bishops requested that the Catholic Institute hand over all its educational monies to this new body and called for all future collections at parish level to be sent to it. Government grants were secured for Catholic schools for the first time in 1847. The great influx of Irish immigrants during the years of the potato famine (1845–8) increased the Catholic population and church leaders soon noted the great leakage among the poor. The only way to counteract this leakage was to educate the young under the care of the Church.

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26

Jane Amunga. "Benchmarking practices among single sex boarding secondary schools in Western Kenya." Technium Social Sciences Journal 8 (May 28, 2020): 117–31. http://dx.doi.org/10.47577/tssj.v8i1.782.

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This study investigated benchmarking practices by single sex boarding secondary schools in the Western region of Kenya. The purpose was to establish why these schools engaged in benchmarking, whether they prioritised different or common benchmarking activities, and the factors militating against benchmarking. The study was guided by the theory of the learning organization. The target was 66 (37 Boys boarding and 29 Girls boarding schools, previously classified as provincial schools) engaged in benchmarking at the time of the study. A total of 20 schools representing 30% were randomly selected. Of the 240 who formed the study sample (20 principals, 20 DOSs, 100 HODs and 100 teachers) 215 (89.58%) responded. Data were collected using questionnaires with closed and open ended items, and analysed both descriptively (means and percentages) and inferentially (Chi-square and Z-test) using the Predictive Analytical Software (PASW) Version 19.0. All responses on the open ended questions were paraphrased and others reported verbatim in triangulation of findings. The study found that, schools benchmarked national and county schools. Most of the programmes benchmarked were targeted improvement in academic performance. Both categories of schools had common benchmarking interests and therefore sought information on similar practices and programmes. While most respondents reported it the practice had improved examination results, a number of challenges were pointed out. These were lack of time, lack of resources, too much focus on exams and poor implementation of benchmarked programmes. It was therefore recommended that, schools create ample time for the exercise, allocate sufficient resources for implementation of programmes and go beyond the focus on academics to benchmark on other practices that build an all round student.

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27

Carpenter, Peter, and Martin Hayden. "Girls' Academic Achievements: Single-Sex Versus Coeducational Schools in Australia." Sociology of Education 60, no. 3 (July 1987): 156. http://dx.doi.org/10.2307/2112273.

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28

Young, D. "Single‐sex schools and physics achievement: are girls really advantaged?" International Journal of Science Education 16, no. 3 (May 1994): 315–25. http://dx.doi.org/10.1080/0950069940160306.

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29

Shah, Saeeda, and Catherine Conchar. "Why single‐sex schools? Discourses of culture/faith and achievement." Cambridge Journal of Education 39, no. 2 (May 27, 2009): 191–204. http://dx.doi.org/10.1080/03057640902903722.

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30

Sikora, Joanna. "Gender Gap in School Science: Are Single-Sex Schools Important?" Sex Roles 70, no. 9-10 (May 2014): 400–415. http://dx.doi.org/10.1007/s11199-014-0372-x.

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31

Norton, Stephen J., and Léonie J. Rennie. "Students’ attitudes towards mathematics in single-sex and coeducational schools." Mathematics Education Research Journal 10, no. 1 (April 1998): 16–36. http://dx.doi.org/10.1007/bf03217120.

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32

Melser, Daniel, Morteza Moallemi, and Jun Sung Kim. "Preferences for single-sex schools: Evidence from the housing market." Journal of Economic Behavior & Organization 189 (September 2021): 710–26. http://dx.doi.org/10.1016/j.jebo.2021.07.018.

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33

Norden, Peter. "Not so straight: engaging same-sex-attracted students in Catholic secondary schools - an Australian study." Australian Journal of Human Rights 22, no. 1 (March 2016): 179–201. http://dx.doi.org/10.1080/1323-238x.2016.11882163.

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34

McInerney, Dennis M., Neil Davidson, Rosemary Suliman, and Bob Tremayne. "Personal Development, Health and Physical Education in Context: Muslim and Catholic Perspectives." Australian Journal of Education 44, no. 1 (April 2000): 26–42. http://dx.doi.org/10.1177/000494410004400104.

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This research examines potential barriers to learning Personal Development, Health and Physical Education in schools characterised by religious diversity. Year 9 students at four high schools were surveyed. Participants completed a self report instrument designed to reflect key components of the PDHPE curriculum. Although most respondents valued the PDHPE program, there were a number of important differences in attitudes between the Muslim and the Catholic groups. More of the Muslim group were concerned that cultural values made it difficult to engage in PDHPE related activities than the Catholic group. Up to 40 per cent of Muslim students have problems with issues such as dress, public display, independence and cultural values and the PDHPE program. Fewer Muslim students were in favour of mixed-sex activities and fewer Muslim students appeared to value and like the PDHPE program. These differences may act as barriers to the successful teaching and learning of PDHPE in these schools.

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35

Jordan, M. "Anti-“Heterosexist” Education and the Stigmatization of Some Roman Catholic Beliefs." Philosophical Inquiry in Education 25, no. 1 (July 28, 2020): 88–95. http://dx.doi.org/10.7202/1070717ar.

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I address some tension between Roman Catholicism and the anti-“heterosexist” education within some of Ontario’s regular, public schools. In particular, I argue that the anti-“heterosexist” education within the Peel District School Board (PDSB) and the Toronto District School Board (TDSB) stigmatizes some Roman Catholic beliefs, however incidentally. I then offer a proposal for how this stigmatization could be extinguished without abandoning an effort to prevent bullying against students with same-sex sexual inclination.

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36

Importante, Socorro Carmen B., and Johnny T. Roberto. "Workplace Values and Organizational Commitment of Basic Education Teachers in Catholic Schools." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 47–48. http://dx.doi.org/10.52006/main.v3i2.224.

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One of the basic essential questions that many thinkers ask is whether values are teachable or not. Values essentially play a significant role in people's behavior, attitudes, perceptions, and motivations. Accordingly, these are manifested in the practice of their work. In this context, the workplace values are concerned with an individual's belief towards performance and evaluative standards relative to their professional duties and responsibilities. The fact that the integration of these values is the best predictor of organizational commitment. In the Diocesan schools of Antique, the teachers seem to have inadequately assimilated and minimally imbibed the practice of Christian and work values, which compromise their commitment to the profession. Thus, the paper assessed the practice of workplace values and the degree of organizational commitment of basic education teachers in Antique Diocesan Catholic Schools (ADCS) for the School Year 2019-2020. Likewise, it determined the difference in the two variables when teachers were grouped according to their age, sex, length of service, and educational attainment. Also, it analyzed the correlation between their practice of workplace values and the degree of organizational commitment.

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37

Jorilla, Chona D., and Joel M. Bual. "Demographics as Variable in Assessing the Teaching Competence of Teachers in Catholic Schools." Philippine Social Science Journal 3, no. 2 (November 13, 2020): 33–34. http://dx.doi.org/10.52006/main.v3i2.145.

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Competent and quality teachers are the principal key of an excellent educational system, for they contribute to the integral formation of the learners. Their unique role in the teaching-learning process enables these children to maximize their potentials in becoming active and critical thinkers. Through this professional endeavor, they become stewards of knowledge not only for learners but also for the building and growth of the nation. Thus, for teachers to perform this mission, they must show high regard for professional standards and competence. However, most Catholic schools nowadays are confronted with the challenges of teaching competence due to the gradual migration of qualified educators to public institutions considering the demands of high remuneration and K-12 educational reform. In this sense, they resort to hiring new and unqualified teachers who compromise the continuity of quality Catholic teaching and learning. Hence, the paper assessed the level of teaching competence of Diocesan Catholic schools in Antique in the light of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development domains of Philippine Professional Standards for Teachers (PPST). Likewise, it sought to establish the relationship between teaching competence and their age, sex, employment status, and professional status.

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38

Singh, Kusum, Claire Vaught, and Ethel W. Mitchell. "Single-Sex Classes and Academic Achievement in Two Inner-City Schools." Journal of Negro Education 67, no. 2 (1998): 157. http://dx.doi.org/10.2307/2668225.

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39

Young, Deidra J., and Barry J. Fraser. "Science Achievement of Girls in Single‐sex and Co‐educational Schools." Research in Science & Technological Education 8, no. 1 (January 1990): 5–20. http://dx.doi.org/10.1080/0263514900080102.

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40

Stamm, Monica J. "A Skeleton in the Closet: Single-Sex Schools for Pregnant Girls." Columbia Law Review 98, no. 5 (June 1998): 1203. http://dx.doi.org/10.2307/1123381.

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41

Lee, Valerie E., and Anthony S. Bryk. "Effects of single-sex secondary schools on student achievement and attitudes." Journal of Educational Psychology 78, no. 5 (1986): 381–95. http://dx.doi.org/10.1037/0022-0663.78.5.381.

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42

Law, Helen, and Joanna Sikora. "Do single-sex schools help Australians major in STEMM at university?" School Effectiveness and School Improvement 31, no. 4 (April 28, 2020): 605–27. http://dx.doi.org/10.1080/09243453.2020.1755319.

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43

Forgasz, Helen, and Gilah Leder. "VCE STEM subject enrolments in co-educational and single-sex schools." Mathematics Education Research Journal 32, no. 3 (May 24, 2019): 433–48. http://dx.doi.org/10.1007/s13394-019-00271-4.

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44

Hostovsky Brandes, Tamar. "Separate and Different: Single-Sex Education and the Quest for Equality." Israel Law Review 45, no. 2 (June 29, 2012): 235–66. http://dx.doi.org/10.1017/s0021223712000040.

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This article examines the separation of boys and girls in religious schools in Israel and the current Israeli policy that aims to balance the right of equality with the right of denominational education in state-funded, religious schools. It draws on the legacy of the case of United States v Virginia and the subsequent regulations published by the United States Department of Education in 2006 in order to determine when single-sex education may be compatible with equality. It then examines both the relevance and the application of the criteria developed in the United States to religious schools in Israel.The article reviews and examines the two main justifications for single-sex education: cultural/religious and feminist. The right to establish single-sex educational institutions is perceived to be part of a minority group's right to culture. In conservative cultures, separation between men and women is often justified as a means of preserving modesty and as a necessity in order to educate and train men and women towards their respective social roles. More often than not, their justifications are incompatible with liberal notions of gender equality and dignity.Separation of men and women in the area of education is often also justified, however, from a feminist standpoint, which is rooted in pedagogical theories. Proponents of single-sex education argue that women-only educational institutions circumvent the inherent bias against women prevalent in coeducational schools, relying on research that indicates that girls perform better in girl-only schools, and attributing this both to the method of study and the educational environment of girl-only schools. They argue that, while separation in other areas of life may be humiliating, in education it has the potential of being empowering.The goal of this article is to examine how the two types of justification come into play in single-sex religious education in Israel. The article claims that where separation between boys and girls is justified by cultural and religious arguments, it must withstand the tests developed in the case law for the legality of practices that are incompatible with equality. It also argues that even where separation is permissible, the manner in which it is carried out should be regulated and supervised to ensure the minimum violation of equality.

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45

Gibb, Sheree J., David M. Fergusson, and L. John Horwood. "Effects of Single-Sex and Coeducational Schooling on the Gender Gap in Educational Achievement." Australian Journal of Education 52, no. 3 (November 2008): 301–17. http://dx.doi.org/10.1177/000494410805200307.

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This study examined the effects of single-sex and coeducational schooling on the gender gap in educational achievement to age 25. Data were drawn from the Christchurch Health and Development Study, a longitudinal study of a birth cohort of 1265 individuals born in 1977 in Christchurch, New Zealand. After adjustment for a series of covariates related to school choice, there were significant differences between single-sex and coeducational schools in the size and direction of the gender gap. At coeducational schools, there was a statistically significant gap favouring females, while at single-sex schools there was a non-significant gap favouring males. This pattern was apparent for educational achievement both at high school and in tertiary education. These results indicate that single-sex schooling may mitigate male disadvantages in educational achievement.

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Signorella, Margaret L., Irene Hanson Frieze, and Susanne W. Hershey. "Single-Sex Versus Mixed-Sex Classes and Gender Schemata in Children and Adolescents: A Longitudinal Comparison." Psychology of Women Quarterly 20, no. 4 (December 1996): 599–607. http://dx.doi.org/10.1111/j.1471-6402.1996.tb00325.x.

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Positive effects for women and girls of all-female schools have been proposed, although there is relatively little clear empirical support for these beneficial results. Much of the cited research is based on elite all-female institutions or on parochial schools. This study takes advantage of the change of a private, nonparochial school from all girls to both sexes. Longitudinal data from grades 2 through 12 were collected over the course of the academic year to study the results of this transition. Stereotyping declined with age and over time in both types of classrooms. Girls in single-sex classrooms showed some tendency to be more stereotyped in their perceptions of mixed-sex classrooms than did the girls who were actually in that setting. Thus, none of the measures showed any significant increase over time in stereotyping among girls in mixed-sex classes. Implications of these findings are discussed.

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Jungco, Christoper Y., and Dennis V. Madrigal. "Awareness and Utilization of Web 2.0 Technology of Young Teachers in Catholic Schools." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 53–54. http://dx.doi.org/10.52006/main.v3i2.232.

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The development of the World Wide Web in the 1990s has brought about various technological advancements in Information and Communication Technology (ICT), which provides fast-growing web solutions (Gough, 2010). One of these web innovations is the emergence and growth of Web 2.0 technology. Web 2.0 Technology with different web sites allows users to create, generate, and share information online. However, its application has been tagged as a critical disruptive technology in education with electronic learning or e-learning. The emergence of Web 2.0 technology is the start of the more complicated innovation in the teaching-learning process. It is the second generation of the World Wide Web. Hence, the paper describes the level of awareness and extent of utilization of Web 2.0 technology of young teachers in Catholic Schools in Antique during the school year 2019-2020 in terms of sex and ICT training. Likewise, it explores the relationship existing between the teachers' demographics and their awareness and extent of utilization. Also, it determines the correlation among awareness and utilization of Web 2.0 technology of young teachers.

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V. L, Kelly, and Oloyede O. I. "A COMPARATIVE STUDY OF GIRL’S PHYSICAL SCIENCE PERFORMANCE BETWEEN CO-EDUCATIONAL AND SINGLE SEX SCHOOLS IN SWAZILAND." International Journal of Research -GRANTHAALAYAH 7, no. 1 (January 31, 2019): 373–82. http://dx.doi.org/10.29121/granthaalayah.v7.i1.2019.1066.

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The major objective of the study was to compare the performance of girls studying physical science in single sex schools and those in co-educational schools. Three research questions were raised and one hypothesis formulated. The study adopted a cross-sectional survey research design using a sample of forty students’ randomly selected from two single – sex and two co – educational schools from the Manzini region of Swaziland. Data was collected using the Swaziland General Certificate of Secondary Examination results and a 10 – item 5 - scale Likert type of questionnaire. Data was analyzed using the Statistical Package for Social Sciences (SPSS). T-test was used to test the hypothesis at 0.05level of significance. The findings from this study showed that girls from single-sex schools perform significantly better in physical science than girls from co-educational schools. Social factors have the greatest influence on girl’s physical science performance, while school management issues have the least influence. It was concluded that performance of girls in single-sex schools is significantly different from the performance of girls from co-educational schools and social factors have the greatest influence on the physical science performance of girls. It was therefore recommended that teachers in co-educational school should do everything possible to improve the performance of girls in their schools and teachers in both schools should provide guidance and counseling services in order to educate the girls on the effects of social factors such as peer pressure on their physical science performance.

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Al-Shehri, Hajri, Artemis Koukounari, Michelle C. Stanton, Moses Adriko, Moses Arinaitwe, Aaron Atuhaire, Narcis B. Kabatereine, and J. Russell Stothard. "Surveillance of intestinal schistosomiasis during control: a comparison of four diagnostic tests across five Ugandan primary schools in the Lake Albert region." Parasitology 145, no. 13 (March 21, 2018): 1715–22. http://dx.doi.org/10.1017/s003118201800029x.

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AbstractProgrammatic surveillance of intestinal schistosomiasis during control can typically use four diagnostic tests, either singularly or in combination, but these have yet to be cross-compared directly. Our study assembled a complete diagnostic dataset, inclusive of infection intensities, from 258 children from five Ugandan primary schools. The schools were purposely selected as typical of the endemic landscape near Lake Albert and reflective of high- and low-transmission settings. Overall prevalence was: 44.1% (95% CI 38.0–50.2) by microscopy of duplicate Kato-Katz smears from two consecutive stools, 56.9% (95% CI 50.8–63.0) by urine-circulating cathodic antigen (CCA) dipstick, 67.4% (95% CI 61.6–73.1) by DNA-TaqMan® and 75.1% (95% CI 69.8–80.4) by soluble egg antigen enzyme-linked immunosorbent assay (SEA-ELISA). A cross-comparison of diagnostic sensitivities, specificities, positive and negative predictive values was undertaken, inclusive of a latent class analysis (LCA) with a LCA-model estimate of prevalence by each school. The latter ranged from 9.6% to 100.0%, and prevalence by school for each diagnostic test followed a static ascending order or monotonic series of Kato-Katz, urine-CCA dipstick, DNA-TaqMan® and SEA-ELISA. We confirm that Kato-Katz remains a satisfactory diagnostic standalone in high-transmission settings but in low-transmission settings should be augmented or replaced by urine-CCA dipsticks. DNA-TaqMan® appears suitable in both endemic settings though is only implementable if resources permit. In low-transmission settings, SEA-ELISA remains the method of choice to evidence an absence infection. We discuss the pros and cons of each method concluding that future surveillance of intestinal schistosomiasis would benefit from a flexible, context-specific approach both in choice and application of each diagnostic method, rather than a single one-size fits all approach.

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Else-Quest, Nicole M., and Oana Peterca. "Academic Attitudes and Achievement in Students of Urban Public Single-Sex and Mixed-Sex High Schools." American Educational Research Journal 52, no. 4 (August 2015): 693–718. http://dx.doi.org/10.3102/0002831215591660.

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