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1
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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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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Mueller, Fiona Jane. "Separate but equal? the enduring appeal of the single-sex public high schools of New South Wales /." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080303.145544/index.html.
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Rodriguez, AnaGloria. "Comparing math self-efficacy in middle school girls." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3266.
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Thesis (M.A.)--West Virginia University, 2003.Title from document title page. Document formatted into pages; contains vi, 61 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 43-46).
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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 LeadershipEd.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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Logan, Kerina Ann. "The culture of computer classrooms in single-sex and mixed-sex secondary schools in Wellington, New Zealand." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/730.
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The participation by females in computing education has become an issue in the Western world. Fewer females than males are observed at all levels of computer education. As the level becomes more advanced the loss of females is both cumulative and progressive. Reports from the United Kingdom, the United States, and New Zealand indicate that at secondary level boys significantly outnumber girls in higher-skill computing courses and at tertiary level the numbers of females enrolling has declined over the past decade. The motivation for this research was a desire to understand why females were not enrolling in computing classes, and when they did, why their retention was poor. A review of the literature regarding females and computing indicated that there were certain features evident in the computing classroom believed to contribute to a unique culture existing in the computing learning environment. These included the context in which computing is historically embedded, the lack of female teachers as role models and the nature of the classroom itself, where male attitudes towards computers and games play a critical role. Throughout the literature the culture of computing was shown to be strongly embedded in male values, and unattractive to many females. For this reason, some researchers suggest that single-sex classrooms or schools may provide a more supportive learning environment for both female and male students. Therefore this study explored the computer classroom learning environment of senior secondary school students at three different types of school, single-sex girls' and boys' schools and mixed-sex schools. A mixed-method research design was adopted to investigate the nature of the classroom learning environment in which computing is situated and to determine ways by which it might be made more equitable.A questionnaire with seven subscales was used to measure students' perceptions of the computer classroom learning environment. Data were collected from senior students taking computing at seven secondary schools in the central Wellington area, and the differences between the perceptions of girls and boys at single-sex and mixed-sex schools were analysed. The results suggested that, on a number of subscales, students from single-sex schools were more satisfied with their learning environment than students from mixed-sex schools, and that girls were less satisfied than boys. These findings suggested that the sex of the student and the type of school attended were associated with students' perceptions of the computer classroom. The questionnaire data were supported by interviews with students and their teachers and by observations of some of the classes. The analysis of the qualitative data confirmed many of the concerns expressed in the research literature, and revealed significant differences in the behaviour of boys and girls in the computer classroom, thus leading to the proposition that both sexes might benefit from single-sex classes. The results also highlight the critical role played by the teacher in the transfer of cultural values in the classroom through the teaching style and organisation of class activities. Taken together, the findings from the study, in the context of the research literature, enabled recommendations to be made for providing a more equitable computer learning environment for both girls and boys. Suggestions for future research, particularly in light of the changing national computing curriculum, are made.
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Logan, Kerina Ann. "The culture of computer classrooms in single-sex and mixed-sex secondary schools in Wellington, New Zealand." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15049.
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The participation by females in computing education has become an issue in the Western world. Fewer females than males are observed at all levels of computer education. As the level becomes more advanced the loss of females is both cumulative and progressive. Reports from the United Kingdom, the United States, and New Zealand indicate that at secondary level boys significantly outnumber girls in higher-skill computing courses and at tertiary level the numbers of females enrolling has declined over the past decade. The motivation for this research was a desire to understand why females were not enrolling in computing classes, and when they did, why their retention was poor. A review of the literature regarding females and computing indicated that there were certain features evident in the computing classroom believed to contribute to a unique culture existing in the computing learning environment. These included the context in which computing is historically embedded, the lack of female teachers as role models and the nature of the classroom itself, where male attitudes towards computers and games play a critical role. Throughout the literature the culture of computing was shown to be strongly embedded in male values, and unattractive to many females. For this reason, some researchers suggest that single-sex classrooms or schools may provide a more supportive learning environment for both female and male students. Therefore this study explored the computer classroom learning environment of senior secondary school students at three different types of school, single-sex girls' and boys' schools and mixed-sex schools. A mixed-method research design was adopted to investigate the nature of the classroom learning environment in which computing is situated and to determine ways by which it might be made more equitable.A questionnaire with seven subscales was used to measure students' perceptions of the computer classroom learning environment. Data were collected from senior students taking computing at seven secondary schools in the central Wellington area, and the differences between the perceptions of girls and boys at single-sex and mixed-sex schools were analysed. The results suggested that, on a number of subscales, students from single-sex schools were more satisfied with their learning environment than students from mixed-sex schools, and that girls were less satisfied than boys. These findings suggested that the sex of the student and the type of school attended were associated with students' perceptions of the computer classroom. The questionnaire data were supported by interviews with students and their teachers and by observations of some of the classes. The analysis of the qualitative data confirmed many of the concerns expressed in the research literature, and revealed significant differences in the behaviour of boys and girls in the computer classroom, thus leading to the proposition that both sexes might benefit from single-sex classes. The results also highlight the critical role played by the teacher in the transfer of cultural values in the classroom through the teaching style and organisation of class activities. Taken together, the findings from the study, in the context of the research literature, enabled recommendations to be made for providing a more equitable computer learning environment for both girls and boys. Suggestions for future research, particularly in light of the changing national computing curriculum, are made.
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Conte, Sandra. "Single-sex education vs coeducation : the ongoing debate in the new millen[n]ium." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=118286.
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The present study was designed to inform readers about single-sex education and coeducation. This monograph is divided into four sections. In the first section, readers are informed about my own experiences concerning both single-sex and mixed-sex education. Furthermore, I give my own opinions about topics such as : classroom climate and the different attitudes I encoxmtered teaching within both settings. The second section gives a brief history of both single-sex education and coeducation in North America. The historical perspective goes as far back into the past as the eighteenth century and brings us forth until the 1980's and early 1990's decades. The third section focuses on present-day issues and research concerning both types of education. Many researchers are advocates of either single-sex education or coeducation and much of their research will be presented to the reader. The fourth section is the conclusion. I conclude this monograph with my own personal opinions on the topics discussed and also reflect on any further research which could be done within this area of study.Cette étude cherche a informer le publique au sujet de renseignement dans un milieu scolaire unisexe et mixte. Ce mémoire est divisé en quatre sections. Dans la première, j'informe les lecteurs sur mes experiences personnelles au niveau de l'enseignement dans un milieu unisexe et mixte. De plus, j'exprime mes opinions sur des sujets tels que : le climat au sein de la classe et les diverses attitudes que j'ai rencontrées en ayant enseigné dans les deux environnements. La deuxième section donne un bref aperfu historique sur renseignement unisexe et mixte en Amerique du Nord. Cet apercu historique remonte au dix-huitième siècle jusqu'au debut des annees '90. La troisième section met l'emphase sur les sujets d'actualité dans ce domaine et les etudes portant sur les deux formes d'education. Plusieurs chercheurs favorisent soit I'enseignement mixte ou unisexe et leurs donnees seront presentees au lecteur. Finalement, lors de la demiere section, je vais conclure ce memoire avec mon opinion personnelle sur les sujets abordes et reflechir sur des etudes additionnelles qui pourraient etre menees dans ce domaine.
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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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Gordillo, Enrique G. "Correlation between disruptive behaviors and school grouping (single-sex vs. coeducational) in students from Callao, Peru." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/116833.
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Debate on single-sex vs. coeducational schooling has increased over the last years. The purpose of the following study is to produce empirical evidence on this debate by comparing the frequency of disruptive behaviors in students thatattend single-sex and coeducational schools, in order to find statistical correlation.The frequency of disruptive behaviors in students coming from 5 single-sex schools was compared to that coming from 5 coeducational ones. Data came from 844 students aged 14, attending public schools in Callao, Peru. Students from single-sex schools showed less frequent disruptive behavior in each of the three measured categories—disruptive behaviors, behaviors that show lack of responsibility and anti-social behavior. A weak correlation was found between each of the three categories and the main variable. The study controlled for extraneous variables.El debate sobre el mejor modo de agrupar a los estudiantes (coeducación o educación diferenciada) ha cobrado vigencia en el panorama educativo mundial. El presente estudio procuró aportar evidencia empírica al debate mediante la comparación de la frecuencia de conductas disruptivas de estudiantes de ambos modos de agrupamiento para encontrar una eventual correlación. Se compararon las frecuencias de conductas disruptivas de ochocientos cuarenta y cuatro estudiantes de segundo de secundaria de escuelas públicas del Callao (cinco mixtas; cinco diferenciadas). Los estudiantes de escuelas diferenciadas presentaron una frecuencia menor en las tres categorías analizadas (conductas que interrumpen el estudio, de falta de responsabilidad y perturbadoras de las relaciones sociales en clase). Asimismo, se encontró una correlación débil entre cada una de las categorías y la variable «agrupamiento escolar por sexo». Se controlaron variables intervinientes.
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Herrick, Laura Kathryn. "Same-sex schooling versus co-educational schooling and their effects on achievement, assessment and gender bias." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Herrick_LMITthesis2009.pdf.
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Fox, Jonathan Franklin. "HOW EFFECTIVE ARE PUBLIC HEALTH EDUCATION PROGRAMS, UNFETTERED FARM MARKETS AND SINGLE SEX SCHOOLS?" Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195813.
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My dissertation examines the effectiveness of three policy choices in meeting socio-economic goals. The first analyzes the impact of public health education and poverty relief on child mortality in the early twentieth century, when infant and child mortality rates in the United States were startlingly high. During the 1920s, the rates dropped significantly and only part of the declines can be attributed to major sanitation and water projects in cities.Using a fixed effects identification strategy and adjusting to 2007 dollars, about $29,000 in public health education spending and about $781,000 in poverty relief spending were each associated with an infant death avoided. In comparisons with many modern programs, these costs associated with saving infant lives in the early 1920s were low. After controlling for city-specific trends in mortality, the effect of public health education programs is attenuated. This potentially suggests that with public health education, it is the stock of knowledge that is important.The second part of my dissertation examines the sensitivity of agricultural prices and output to local and non-local weather fluctuations in the United States prior to 1932, when markets were relatively open and largely unfettered by modern farm programs. The price sensitivity to these local and non-local weather fluctuations is estimated for the crops cotton and wheat, which have relatively low transport costs and are primarily exported to non-local markets, as well as for corn and hay, crops with high transport costs and used in local productive activities.For cotton and wheat, changes in local weather seem to have little effect on farm-gate prices, while changes in weather affecting the aggregate market play an important role. Corn and hay prices are much more sensitive to changes in state-level temperature, precipitation, and drought conditions.The third study examines the returns to education for women who attended a college with a predominantly female population. Using the program evaluation framework and matching techniques, I find that attending a female-dominated school yields positive labor market effects on the order of about 15 percent upon first entry into the labor market but that these effects seem to diminish over time.
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Holland, Ruby. "Interacting Stories of the Flourishing Life: Religious Identity and Curriculum in Two Anglican Single-sex Schools." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/24002.
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This comparative case study employed a narrative lens to explore the intersecting and interacting stories of the flourishing life as recounted in student religious identity and curriculum in the context of two single-sex Anglican schools. It employed a mixed methods approach that ensured that the perspective of students about their religious identity was heard clearly. A validated measure was used to estimate the religious identity Status of students at one point of time. This showed that a number of students had committed to a religious identity that was neither Christian nor Anglican in dogma and practice but dependent on belonging to social groups. Subsequent interviews and classroom observations found that students were concerned about the school’s religious tradition restricting their freedom of ethical choice. At the same time, they were keen to maintain connection to family and friends and a number expressed the desire to continue to explore issues of religious identity. In comparing the two case studies, it was confirmed that Anglican schools do influence the religious identity of students. However, the schools had interpreted Anglicanism differently according to school context and this impacted on the manner and extent of their influence. In this the powerful role of the Head of each school was crucial, as they balanced a duality of theology and educational philosophy. The study suggests the importance of a school framework for teaching and learning where a theological anthropology is linked to a rigorous epistemology. This may guide teacher pedagogical and content choices so that student meaning-making is supported by a curriculum story that is coherent and the role of religious identity acknowledged.
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Lee, John Robert, and res cand@acu edu au. "Teenage Boys’ Perceptions of the Influence of Teachers and School Experiences on their Understanding of Masculinity." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp36.29082005.
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There is widespread interest shown in the education of boys in school as evidenced in research, education initiatives and discussion in the general community. Research undertaken by Connell (1989, 1995, 1996, 2000), Laberge and Albert (1999), Mac an Ghaill (1994), Martino (1998), West (1999, 2002) and others suggests that there is a range of masculinities displayed by teenage boys. Some of the masculinities with which boys identify are in conflict with accepted ideas of educational achievement. This doctoral study investigates the contribution of teachers and school experiences to teenage boys’ understanding of masculinity. There are two components to the study. The first part is a systematic review of the literature to highlight findings about boys’ perceptions of relationships between masculinity and schooling. The second part is a qualitative empirical study of the views of a sample of Year 11 high school boys in two single sex Catholic schools. The interviews focus on their understandings of masculinity and their perceptions of influential aspects of school life. It includes an analysis of the boys' views of the impact of teachers, sport, discipline and classroom experiences. Participants in the study indicated that masculinity is changing and the community is requiring men to be more expressive of emotions. The majority of teenage boys interviewed stated that teachers and school experiences influenced their understanding of masculinity. Pupil - teacher relationships, conversations, exhortations and non-verbal communications are all perceived as means by which teachers influence students. Some teachers were regarded as good role models, making a positive contribution the boys’ masculinity. Interviewees reported that the schools promoted two masculinities, ‘sporting’ and ‘academic’. They spoke of contrasting interpretations of the appropriate expression of emotion. One finding of the study is that some of the teenage boys experienced a ‘spirituality of connected masculinity’ through singing, cheering and participation in school activities including sport, liturgies and retreats. Implications are drawn from the study and recommendations are made for improving the education of boys including how schools can encourage a diversity of ‘reflective’ masculinities rather than reinforcing ‘hegemonic’ understandings of masculinity.
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Mulhern, Fiona. "Gender and GCSE mathematics achievement at single sex schools : the effects of attitude, self esteem, sex role identity and parental influences." Thesis, University of Ulster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268555.
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Brown, Cory Terrell. "Free to Be... You and Me: Gender, Identity, and Education in Urban Schools." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339770883.
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Garcia-Santos, Marina. "What about the boys in school?Exploring the underachievement of boys in compulsory schools." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36457.
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The underachievement of boys in school seems to be the general norm in many countries. Many studies have tried to find the key to this problem; still, no one seems to have found it. Studies about brain research, boys’ attitudes or motivation are trying to find the final solution and the appropriate strategies to address the problem. This degree project has chosen to explore if single-sex classrooms can enhance boys’ achievement in the language classrooms. Many scholars seem to be convinced that single-sex teaching can be the solution of the underachievement of the male students in compulsory schools. However the findings of this degree project show that more work must be done in this field to accept single-sex teaching as the solution to close the gender gap. Many recent articles, books and documents about the actual topic have been reviewed to give some light to this degree project.
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Russotto, Darcy Anne. "Single-sex Education: Effects on Achievement and Engagement of African-American Students in Urban Public Schools." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/36250.
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Educational PsychologyPh.D.
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.
Temple University--Theses
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Outlaw, James Craig. "An examination of the influence of single sex instruction on student achievement and behavior at sixth grade level at two middle schools." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/james_c_outlaw/outlaw_james_c_200808_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Charles Reavis. ETD. Includes bibliographical references (p. 161-170) and appendices.
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Campbell, Amos Lord-Allan. "The Impact of Violence in Coeducational Institution: Why Does there Appear to be more Violence in Coeducational Schools than in Single Sex Schools in Jamaica?" Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/488360.
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Educational LeadershipEd.D.
School violence is a problem and particularly in Jamaica where it seems to be more pronounced in coeducational schools. Keen qualitative data garnering driven by the theory of symbolic interaction provides insight. Recently, Northern Caribbean University Radio announced that, in Jamaica, there is a high rate of violence in schools, and that there have been more reports of violence in coeducational schools than in single-sex schools (NCU Radio FM 91). We need to know is why this is the case? This qualitative research investigates the relationship between school structure and the incidences of violence. For a considerable period of time, the arm of the government, namely, the Ministry of Education, has been trying to stem the continuous wave of violence in schools, apparently with very little success. To date, coeducational schools have recorded more student violent activities than single-sex schools. This study will seek to ascertain why there is more violence in coeducational schools. The primary source of data for this study will be interviews with principals and vice principals, deans of discipline, guidance counselors and classroom teachers in both single-sex and coeducational schools. Another data source will be documents relating to violence in coeducational schools.
Temple University--Theses
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Joll, Lois A. "An examination of the reasons why parents send their daughters to specific, independent, non-Catholic schools for their secondary education in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1989. https://ro.ecu.edu.au/theses/1112.
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This study examines the reasons why parents send their daughters to specific, independent, non-Catholic Schools for their secondary education in Perth, Western Australia. Initially, through a review of related literature, variables which might influence parental choice of a private school were identified. In order to establish the relevance of these variables, and to identify any other previously unidentified variables which may influence parental selection of a particular independent girls' school, a survey was undertaken of sample groups of parents whose daughters had entered Year 8 in 1989. Further data was obtained through interviews of a small number of parents from each of the five schools in the study. Analysis of the data was undertaken through consideration of the percentage frequency of responses to statements with Likert scale response fields; cross tabulation of responses with background data supplied by the parents; factor analysis and canonical variate analysis. The latter analyses established that there were several important influences on choice which were common to all schools and some elements which distinguished between schools. The common factors included: a desire for a well-rounded education, a caring environment, a desire for good communication between the school and home, firm discipline, a strong academic programme, a competent teaching staff and a good reputation, although the importance of these variables varied between schools. The variables which were of special importance in parental choice of a particular school included family tradition, distance between the home and the particular school and location with respect to an independent boys' school. This research identified a group of variables which influence parental choice of independent, non-Catholic girls' schools in Western Australia. The nature of the variables indicates that, overall, parents are seeking an education for their daughters which combines a strong academic programne with opportunities for a variety of enriching educational experiences in a caring environment.
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Wong, Kit-kwan Heidi, and 黃潔君. "Sex-role stereotypes and academic subject preferences among Form 3 boys and girls in co-educational and single-sex Anglo-Chinesesecondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956889.
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Scott, Mary Steele. "Gender differences in the self-esteem and body image of adolescents at co-educational and single-sex schools /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpss428.pdf.
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Cameron, Cynthia L. "Young Women Imaging God: Educating for a Prophetic Imagination in Catholic Girls’ Schools." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107372.
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Thesis advisor: Jane E. ReganThis dissertation considers adolescent girls and what they need from an all-girls’ Catholic school that will prepare them, not just for college and career, but for life in a world that marginalizes girls and women. More than simply trying to make a case for single-sex schooling for girls, it suggests that the single-sex school is an important site for conversations about what it means for adolescent girls to be adolescent girls. This project names the patriarchal forces that marginalize girls and calls for a pedagogical approach that is rooted in the theological affirmation that adolescent girls are created in the image of God and called to exercise a prophetic imagination. Chapter one introduces the history of all-girls’ Catholic secondary schools, a history rooted in the story of women’s religious orders and the ministries of these women religious as educators at a time when the education of girls was not valued. Today’s all-girls’ Catholic schools are informed by this history and the Catholic Church’s commitment to honoring the dignity of each student, thus grounding a commitment to a caring and liberative educational approach. Chapter two argues that contemporary adolescent girls, including those who attend these all-girls’ Catholic secondary schools, are growing up in a cultural milieu that makes them vulnerable to the effects of the conflicting and impossible expectations to which girls and women are held. Chapter three investigates the imago Dei symbol as a theological foundation for fighting this toxic cultural milieu. Taking a cue from feminist theologians who have explored embodiment and relationality as central expressions of the imago Dei, this chapter proposes that creating communities of God’s hesed (loving-kindness) and resisting injustice are two ways that the imago Dei symbol can be expressed so as to best include adolescent girls. Chapter four suggests that, in order to realize this goal of affirming the imago Dei in adolescent girls by creating communities of God’s hesed and resistance to injustice, a feminist prophetic imagination is needed. Drawing on Walter Brueggemann’s identification of the prophetic imagination as the twinned process of denouncing the oppressive forces of the dominant culture and announcing a new and more just way of being in the world, it proposes a feminist prophetic imagination that engages in a feminist critique of the cultural milieu that girls experience and the construction of communities based in hesed and resistance to injustice. Chapter five takes up the pedagogical challenges of teaching with and for a feminist prophetic imagination. The liberative pedagogy of Paulo Freire and the caring pedagogy of Nel Noddings provide the resources for educating adolescent girls to participate in communities of God’s hesed and in practices of resistance to injustice. Chapter six returns to the concrete situation of all-girls’ Catholic secondary schools and imagines how these schools can speak to a commitment to educating for a feminist prophetic imagination in their mission and reflects on how a feminist prophetic imagination can be expressed and formalized in all Catholic schools
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Wong, Kit-kwan Heidi. "Sex-role stereotypes and academic subject preferences among Form 3 boys and girls in co-educational and single-sex Anglo-Chinese secondary schools in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553379.
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Parsley, Kadie Lynn. "A Study of Effective Instructional Practices for Teaching Boys in All-Boys Independent Schools in Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103153.
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The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.Doctor of Education
The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. For the purposes of this study, the term "instructional practice" refers to a specific teaching method used in a lesson, unit of study, or assigned task that is effective. The participants could deem the practice effective for a variety of reasons, either measurable or immeasurable, including but not limited to a boy's performance level, behavior, engagement, attentiveness, motivation, and/or overall quality of work. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.
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Dulhunty, Rebecca. "Student peer-related aggression as a legal issue in the management of an independent girl's school in Queensland." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36668/1/36668_Digitised%20Thesis.pdf.
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This study was concerned with examining the potential legal implications that an independent girls' school may be exposed to in relation to managing student peer-related aggression. There appeared to be two main aspects to managing this issue, which are, responding to incidents as they emerged, and secondly actively preventing their occurrence. It is demonstrated in the literature (Borg, 1998: 433) that there has been significant research conducted in regard to bullying, and as a result there is a growing awareness of the seriousness of the problem, particularly as a result of the consequences and frequency of student peer-related aggression in schools. However, it was evident that an area that had not been thoroughly researched was to do with the legal implications associated with this topic. This was despite the growing use of the law in education-related matters, and the growing emphasis being placed on risk management and the importance of schools' being hostile-free learning environments.
This study adopted a multi-method exploratory case study approach utilising qualitative and quantitative paradigms, to examine how a school manages student peer-related aggression. This encompassed frequency of aggressive acts, bullying behaviours, responses of staff and students, whether the issue was perceived as a problem, promotion of school programs, and attempts to minimise and prevent student peer-related aggression. This was achieved by , surveying students and teaching staff of the school, interviewing the Deputy Principal, and examining school documents. The results were then analysed in regard to the effect of potential areas of law, that is, tort, contract, legislation, United Nations treaties and criminal law. While there were few problems in relation to potential legal implications for the case study school the study did find one area of concern, that is, the school appeared to respond on a needs basis to incidents of student peer-related aggression. Considering the reported seriousness of student peer-related aggression and the availability of prevention programs, it is suggested that a more appropriate approach to managing this issue would involve the incorporation of prevention strategies so as to minimise the potential legal consequences.
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Gillis, Myra Bryant. "Gender-based education the pilot year of single-gender classes at a public elementary school /." Diss., Mississippi State : Mississippi State University, 2005. http://library.msstate.edu/etd/show.asp?etd=etd-07012005-160312.
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El-Aswed, Masauda. "Islamic education and single-sex schooling : an investigation into the motivations of Muslim parents when sending their children to Islamic schools." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/10690/.
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In recent years, Britain has witnessed an increase in the number of Islamic schools, at primary and secondary levels. This phenomenon of religiously-based schools is not new to British society. Christian and Jewish faith schools are well and long established and widespread. Some Muslim parents look for an Islamic school for their children. This study seeks to find out why. What is it that they think is lacking in state school education? In this thesis I explore the debate over Muslim parents' motivations for sending their children to Islamic schools and examine what this type of school can offer their children which state schools cannot offer. Qualitative data was collected for this study to identify some Muslim parents' reasons for sending their daughters and sons to Islamic schools. The data consisted of a questionnaire and interviews conducted with parents who had children in two case study Islamic schools, one for boys and the other for girls. This research is needed because the opinions of these parents, directly involved, have not been methodically researched so far. By analysing the real arguments, we can gain insights into the difficulties underlying this debate. This data also permits me to explore how the issue of Islamic schooling relates to broader questions about minority communities' responsibilities, rights and forms of belonging in multicultural societies. The analysis shows that the most important motivations for Muslim parents who send their children to Islamic schools are a good education broadly understood, Islamic identity and culture and single-sex education.
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Diaconu, Dana V. "Modeling Science Achievement Differences Between Single-sex and Coeducational Schools: Analyses from Hong Kong, SAR and New Zealand from TIMSS 1995, 1999, AND 2003." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2740.
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Thesis advisor: Henry BraunThere is a broad interest in narrowing achievement gaps among all groups of students and improving education by scientifically sound methods. On October 25, 2006, the United States Department of Education published new regulations allowing single-sex education in public schools whenever schools think it will improve student achievement. Thus far, studies comparing single-sex with coeducational schools have been carried out at the national level mostly in England, Australia and Jamaica, while US' studies were limited to Catholic schools. Few studies reported descriptive statistics or effect sizes and most studies differ in the criteria and statistical controls they use to compare single-sex and coeducation. This dissertation presents models for science achievement and attitudes towards science for 8th -grade students attending either single-sex or coeducation schools in Hong Kong and New Zealand, using the Trends in Mathematics and Science Study (TIMSS) datasets from 1995, 1999, and 2003. To properly account for the nested structure of data, an HLM model was estimated for each sex, for each of the two jurisdictions at three time points, corresponding to the three TIMSS administrations. The within - country results were compared to see if differences between single-sex and coed schools were consistent over time. In addition, this dissertation proposed an approach to examine the sensitivity of the estimated effects of school-type on student outcomes to the presence of unmeasured variables which may introduce hidden selection bias, using a modification of the method proposed by Rosenbaum and Rubin (1983). Based on its conditional distribution with an instrumental variable, chosen based on the review of single-sex literature, the Monte Carlo simulated values of the unobserved variable were used as level-1 predictors in a one-way ANCOVA with random effects. The sensitivity analysis was limited to science achievement of Hong-Kong's girls in TIMSS 2003. Findings show that single-sex education contributed to girls' science performance and attitudes in NZL 1999 and HKG 1999 and 2003, and low sensitivity for school-type contrast
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
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Demaske, Devin M. "The Differences Between How Boys and Girls Learn and the Benefits of Single Gender Schools." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1299084611.
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Barton, Amanda. "Pupils' responses to foreign language learning in the context of national concern about boys' performance, with specific reference to single-sex classes in co-educational schools." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36962/.
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The thesis investigates pupils' approaches to learning modern foreign languages, particularly within the context of a single-sex teaching group. It represents a response to both the prevailing concern generated by the disparity between boys' and girls' achievements in this subject area, and to researchers' recommendations that the effects of a single-sex setting be investigated more closely (Powell, 1986; Batters, 1988). The findings are based on classroom-based research which adopted a case study approach to observe the practices of five mixed comprehensive schools in the UK which taught languages to one or more segregated cohort for at least one academic year. The data is predominantly qualitative and was collected over a period of two years by the following means: group and individual interviews; a range of questionnaires; classroom observation; and informal discussions with pupils and staff. The thesis begins by contextualising the issue of boys' underachievement in modern foreign languages. The first two chapters undertake a review and analysis of relevant research findings relating to both the reasons for boys' underachievement and the single-sex schooling debate. Chapter 3 describes the methods adopted by the researcher and outlines the central features of the five schools. The empirical findings of the research are analysed in Chapters 4, 5, 6 and 7. Chapters 4 and 5 address generic language teaching and learning issues; Chapter 4 focuses on teaching and learning styles and Chapter 5 examines pupils' attitudes to modern foreign languages. Chapters 6 and 7 focus more specifically on the observed effects of single-sex grouping, exploring the pupils' and teachers' perceptions respectively. Chapter 8 draws conclusions from the findings and makes recommendations for further research. In bringing together qualitative data from multiple sources, the thesis gives original and comprehensive insight into an area which is currently of considerable national and political interest. The findings suggest that boys' often negative attitudes to the subject are informed by a complex myriad of variables, including: the perceived relevance and difficulty of the subject; individual personality; learning preferences; the pupils' socio-economic background; and the teaching style. Where single-sex setting is perceived as an important influence on pupils' motivation and performance, it is usually recognised to be operating in conjunction with these other variables.
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Winslow, Mary Ann. "Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187399.
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The purpose of this study was to ascertain the educational aspirations and future expectations of working class youth in an all-female Catholic high school. The ethnographic methods of primarily interviews and participant observation were used to discover the plans and the decision processes of approximately 21% of the senior class. Sixty girls were interviewed four weeks before graduation, as well as 20 teachers and administrators. Almost 100% of the sample (59) planned to attend college the following fall. While most institutions were competitive, only one planned to attend a most competitive, most selective institution, although several met the admissions requirements to do so. One-fourth of the sample planned to attend community colleges. The institution helped to facilitate the process of college entrance. However, many of the girls' decisions were determined before high school, and most were influenced by family members, most of whom had never attended a finished college. It was observed and reported by the girls that the all-female environment enhanced their educational experiences.
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Mitchell, Ethel Whitfield. "A comparison of achievement and attendance of fifth grade African American male and female students attending same-gender classes and coeducational classes in two inner city schools." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40152.
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Vance, Mona K. "Fighting the wave of change cultural transformation and coeducation at Mississippi University for Women, 1884 to 1982 /." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/r1/vancem/monavance.pdf.
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Schowengerdt, Inga Birgitt. "A comparative study of girls recruited from single-sex, extracurricular math and engineering programs and boys and girls recruited from high schools : implications for using extracurriculars to close the STEM gender gap." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648771.
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Odat, Marwan Qasim Mohammad. "An investigation of the big-fish-little-pond effect (BFLPE) on academic self-concept and the social comparison types and standards among boys and girls in single-sex and co-educational schools in Jordan." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11810/.
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This is an embedded mixed methods research study aimed at examining the associations of gender and schooling type with the Big Fish Little Pond Effect (BFLPE) in four school subjects: Arabic, English, Science and Math in the context of Jordan. The BFLPE hypothesizes that academic self-concept is positively affected by individual academic ability but negatively affected by the average ability of a class or school. Students’ ability was measured by using an ability test from PISA 2000 (Programme for international student assessment). Students’ academic self-concepts were measured by the academic self-description questionnaire II (ASDQII). The types of social comparison made in the classroom were investigated using semi-structured interviews. The systematic multi-stage cluster sampling was used in selecting 269 tenth grade male and female students from single-sex and co-educational schools in the northern regions in Jordan. 8 male and female students were randomly selected to take part in face-to-face interviews. The results showed that male and female students in single-sex and co-educational schools in Jordan suffered the BFLPE. A student’s own ability has a positive effect on their academic self-concept, but the average ability of a school is evident in having a negative effect on students’ academic self-concept in the four subjects. Gender has no influence on the academic self-concept. The type of school a student attends has a substantial influence on academic self-concept. Students who attend co-educational schools suffered a larger BFLPE than their peers in single-sex schools. The interaction between gender and school type was not significant in any of the four subjects’ self-concept. The findings from the interviews evidenced the downward and upward comparisons. The effect of downward comparisons on academic self-concept was positive; whereas, the effect of upward comparisons on academic self-concept was negative. The findings from the interviews also showed different social comparison standards that students used to establish their academic self-concepts such school grades, the participation in the class, homework, and teachers’ and parents’ comments.
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Haynes, Lloyd. "An exploratory quantitative and qualitative analysis of student performance in single-gender classrooms in one Florida elementary aschool sic] 2006-2009." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4918.
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The purpose of this study was to determine the relationship of participation in single-gender classrooms on student performance on the reading and mathematics developmental scale scores (DSS) of third, fourth, and fifth grade students on the Florida Comprehensive Assessment Test (FCAT). The FCAT is a standardized test that is administered to all grade 3 through grade 10 public school students in the state of Florida and has been used to assess students' achievement in reading and mathematics. Students in grades 4, 8, and 10 have also been assessed in science and writing. This study was concerned only with FCAT reading and mathematics scores. The elementary school whose standardized test scores were utilized in this study was comprised of working class families. The standardized test scores were generated by third, fourth, and fifth grade students who were enrolled in (a) single-gender all boys' classes, (b) single-gender all girls' classes, and (c) mixed-gender or traditional classes that contained both boys and girls. The analysis of data presented in this study was inconclusive with respect to the advantage of the single-gender educational setting over the mixed-gender educational setting. The analysis of the data produced the following results. During the school years 2005-2006, 2006-2007, 2007-2008, and 2008-2009, there were 80 opportunities for a given class type to achieve the highest reading DSS mean, reading DSS median, mathematics DSS mean, or mathematics DSS median. The single-gender boys' class achieved the highest DSS 44 times (55%), the mixed-gender classes achieved the highest DSS 29 times (36%), and the single-gender girls' class achieved the highest DSS 7 times (9%).ID: 030423484; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 143-145).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
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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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Glasser, Howard M. "Single-sex middle school science classrooms separate but equal? /." Diss., Connect to online resource - MSU authorized users, 2008.
Find full textAbstract:
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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Basilo, Eric. "CASE STUDIES OF READING PERFORMANCE OF MALE STUDENTS AND THE SINGLE-SEX CLASSROOM." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2685.
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Data from standardized test scores shows boys are falling further behind in literacy each year. Thanks to countless hours of research, we can pinpoint some of the causes for this decline. The major challenge educators face is how to keep boys interested in reading while placed in classrooms not necessarily designed to meet their needs. One option being explored is the use of single-sex classrooms. For over 160 years in the United States, public school single-sex classrooms have existed. The thought is that by separating boys and girls for academic classes, certain distractions will be eliminated, the environment can be adapted to accommodate the needs of boys, and teachers can teach in a style more appropriate to the gender. This study investigated how successful single-sex classrooms are in promoting student achievement. By taking data from the National Association for Single-Sex Public Education (NASSPE), and standardized test scores from selected states, the study looked at any statistical differences that occurred within schools containing academic, single-sex classrooms, and coeducational classrooms. Further, the study investigated whether significant differences occurred between gender groups within schools containing single-sex classrooms and those within coeducational ones. Finally, the study looked at presentation methods within these classes. Findings of the study indicated that for single-sex classes to be effective, further research must occur in order to develop best-teaching practices applicable to each gender. The study also demonstrated the need for professional development opportunities for single-sex classroom teachers, as success in such classrooms was found to be possible and demonstrable. Furthermore, the study indicated a need to identify students who would most benefit from inclusion in a single-sex classroom.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Gallagher, Kathleen. "Drama and self-construction in a single-sex school for girls." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0017/NQ41427.pdf.
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Thom, Carol E. "A comparison of the effect of single-sex versus mixed-sex classes on middle school student achievement." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=709.
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Wills, Robin C. "Teaching primary school children in single-gendered classes." Access electronically, 2003. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041103.152651/index.html.
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Seifert, Angelique, and David K. Pugalee. "Single Sex Mathematics Classes: A Critical Analysis of the Impact at aSecondary School." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 517 - 519, 2012. https://slub.qucosa.de/id/qucosa%3A1810.
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Single sex classes have recently been emphasized as an effective way to promote mathematics learning. Despite their popularity, the research on the effectiveness of such programs is mixed underscoring the need for additional research and discussion. This research is set in one of the twenty-five largest public school systems in the United States, where schools have recently been allowed to begin instructional initiatives with same sex classes in mathematics.
Preliminary data on the effectiveness of one program will be highlighted. Achievement data, compared to traditional classes, will be considered to demonstrate the academic effectiveness of the project. Qualitative data analysis will provide a rich description of the affective issues relative to this innovation. The current project will be framed in critical analysis of the research literature and will discuss the potential benefits and disadvantages both from this current project and from the related literature.
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DeVault, John Fredrick. "An Exploration Of Gender-Specific Instructional Practices In A Single-Sex High School." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091584.
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The achievement gap between school-age boys and girls is creating and adding to multiple contemporary cultural issues where underachieving boys have shown statistical links to decreasing workforce outputs, college enrollment and graduation, violence, and increasing prison populations. Current research suggests that single-sex classrooms contribute to larger gains in both mathematics and reading than co-educational classes for both boys and girls. This exploratory program evaluation used a qualitative design to examine the process of implementation in a single-sex academic high school environment. Teachers with experience in single-sex schools were interviewed to identify perceptions and differentiated teaching methods/strategies. Findings did not fully support the program theory. Classroom observations suggest that teachers employ very few gender-specific strategies during classroom instruction, and in cases where they exist, they are not viewed by teachers as gender-specific. Teachers who were found to use gender-specific strategies but primarily relied on their experiences rather than research on the subject. Additionally, the strategies were not consistently applied throughout the classroom observational periods. The findings suggest a relative lack of awareness and implementation of these strategies in this educational setting. Strategies and educational environments that contribute to increased performance for boys, particularly those that engage them in activities related to spatial relationships, literacy skills, hands-on learning in a safe yet structured learning environment, will ensure their readiness for today's workforce leading to more productive contributors to a global society.
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Hopkins, Angelina W. "Evaluation of Outcomes of a Single-Sex Educational Program at an Elementary School." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/30088.
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The purpose of this research was to evaluate outcomes of a single-sex program at an elementary school in Portsmouth, Virginia. Evaluation criteria were (girls' and boys' feelings about being grouped into single-sex education and coeducational classes, (teaching behaviors, (3) student achievement, (4)student attendance, and (5) student misbehaviors.
There were four measures of feelings in this study: feelings about the teacher, feelings about relationships with classmates, feelings about school work, and feelings about the classroom climate. Four one-way ANOVAs with Scheffe's post-hoc comparisons were conducted. Results of the post-hoc analyses revealed that the single-sex male class had more positive feelings about the classroom climate than the single-sex female class.
Teaching behaviors were evaluated through the use of the Hopkins Observation Report Form. Teaching behaviors in two single-sex classrooms and coeducational classrooms were observed and reported using one-way ANOVAs in three areas: interaction, influence, and non-verbal messages. No differences were found in the frequency of teaching behaviors used in single-sex and coeducational classes in any of the areas.
Student achievement was evaluated using pre- and post-test scores from the Tests for Higher Standards by Flanagan and Mott (1999). The single-sex female, single-sex male, & coed A classes had higher science scores than students in the coed B class. Students in the single-sex male and single-sex female classes had higher social studies scores than the students in the coed B and coed A classes. No differences were found in the performance of the three class types on the math achievement test.
A one-way analysis of variance was conducted to identify differences in absences among the four class groups. Results of Scheffe's post-hoc comparisons showed a difference in absences between the coed A class and the single-sex female class, the single-sex male class, and the coed B class. In all cases the coed A class had more absences per student.
Student misbehavior was reported in four categories: (1) opposition to authority, (2) disrespect, (3) disturbance to the class and peers, and (4) altercation. More misconduct referrals were reported from the two coeducational classes when their data were combined.Ed. D.
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Sorrells, Michelle Lynnette. "Data-Driven Decision Making about Single-Sex Instructional Grouping at an Elementary School." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6485.
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Administrators at a Southeastern elementary school eliminated single-sex instructional grouping in 5th-grade classes without a proper analysis of all available data and later reflected upon whether this instructional model should be revived. Because data-based decisions may positively improve teaching and learning for all stakeholders, the purpose of this qualitative case study was to explore all available data leading to this decision, inform stakeholders about the decision-making processes in the local school, and provide data to inform future decisions. Conceptually framed with Mandinach's data-driven decision making (DDDM) model, the guiding question for the study focused on perceptions of teacher, administrator, and leadership team member about the DDDM process related to single-sex instructional grouping in the local venue. The data were collected using 8 interviews with administrators, teachers, and school leadership team members involved in the instructional decision. Data from interview were transcribed, analyzed, and coded for emergent themes, types of data and decisions, decision making processes, and stakeholder perceptions. The findings showed a gap in DDDM practice and affirmed the value of data for informed decision making. The findings guided recommendations for a professional development series created to increase data literacy and DDDM best practices. Improving DDDM for teaching and learning may promote positive social change by developing educational stakeholder skill sets for all decision-making as well as providing targeted, data-driven instruction for learners whether in multi- or single-sex instructional grouping.
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McEachern, Kirstin Pesola. "Building a brotherhood?: A teacher researcher's study of gender construction at an all-boys Catholic secondary school." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3827.
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Thesis advisor: Marilyn Cochran-SmithDespite renewed interest in single-sex education, these classrooms remain relatively unstudied, even in Catholic schools, which have a long history of single-sex education. Although there are over 460 single-gendered, Catholic K-12 schools in the United States, which educate roughly 215,000 students (McDonald and Schultz, 2011), these schools are often ignored in educational research. Practitioner research in this area is almost nonexistent, yet it can generate and disseminate insider knowledge that directly improves the educational sites from which it emerges. For the past 11 years, I have taught English at "St. Albert's Preparatory School," an all-boys suburban secondary school serving over 1,100 students in the Northeast. The school regularly speaks of fostering a brotherhood among the students, and I see evidence of this on a daily basis. However, St. Albert's has not always been an easy place to work. My own experience is consistent with research studies that have found all-boys schools to be more sexist environments than all-girls schools (Lee, Marks, and Byrd, 1994) where students generally afford their female teachers less respect than their male teachers (Keddie, 2007; Keddie and Mills, 2007; Robinson, 2000). Based on my experiences as a female teacher at this school, I conducted a teacher research study on how my students and I constructed gender in the context of our English classroom. Drawing on a wealth of qualitative data sources, this study builds three main arguments: the school community built a brotherhood in part by engaging in silence and othering; the all-boys environment acted as a double-edged sword in that it contributed to a comfortable setting for the students to explore gender issues, but it also encouraged the students to shed their unique, multi-faceted masculinities and enact hegemonic gendered behavior that perpetuated an unjust order; and though I was well versed in issues of gender equity, I, too, was affected by the all-boys classroom space and contributed to the hegemonic gender order at the school
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction