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Lee, John Robert, i 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.
Pełny tekst źródłaCameron, 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.
Pełny tekst źródłaThis 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
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.
Pełny tekst źródłaDespite 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
Navarro, Candy. "Exploring Latinidad| Latina Voice and Cultural Awareness in a Catholic Female Single-Sex High School". Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10157571.
Pełny tekst źródłaThis study focused on the perceptions of 16 Latina students regarding their cultural school climate as well as the thoughts of two administrators and six teachers at an all-female Catholic high school. Students revealed that, while they felt very supported by the school’s faculty and administration, they revealed that their culture was not fully embraced and/or represented in their educational curriculum and school’s practices. Students also alluded to deliberately choosing and valuing to spend their free time with their family over their classmates. Further, they felt disconnected from their school’s mission, which emphasized sisterhood among students. Furthermore, bicultural students provided a unique perspective often not fitting the Latina and/or dominant culture at the school.
Bickett, Jill Patricia. "A Case Study of Student Leadership and Service in a Catholic Female Single-Sex High School". Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/275.
Pełny tekst źródłaTorres, Samuel. "Pastoral Care, Mission, Tradition and Community: Alumnae Perceptions of a Catholic Female Single-sex High School". Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/894.
Pełny tekst źródłaPérez, Aguilar Jennifer Maria. "Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School". Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/216.
Pełny tekst źródłaAguilar, Jennifer M. Perez. "Latinas' Access to Advanced Placement Courses| A Case Study of a Catholic Female Single-Sex High School". Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600064.
Pełny tekst źródłaThe purpose of this qualitative study was to examine Latinas' access to Advanced Placement/Honors courses in a Catholic female single-sex high school and to examine their experiences and perspectives when they are granted or denied access into an AP/Honors course. This study also aimed to explore how the Catholic single-sex high school is aligned with the Catholic, single-sex, and Advanced Placement advantage for Latina students who have been granted or denied access to an Advanced Placement/Honors course. The case study focused on one Catholic all-female high school in the Western United States and participants included Latina current students and alumnae (n=11), the high school principal (n=1), and teachers (n=2) from the school. Data was collected via document review, the gathering of descriptive data, as well as participant interviews. The theoretical framework used to analyze this data was a blend of Critical biculturalism, Chicana feminist theory, as well as the principles of Catholic social teaching. Findings highlight a fairly exclusive AP/Honors placement process with unclear guidelines to be followed in order to appeal a decision. Latinas' experiences range from feeling like outsiders and being made to feel not good enough, to feeling competitive and being resilient. Their perspectives on why they decided to appeal the decision of their placement had to do with their feeling that they had the capacity for advanced work, their driven nature, and their desire to be exposed to more learning. Further, perspectives also emerged concerning the school's sisterhood and its influence on issues of race and class. In regards to alignment with the Catholic, single-sex, and AP advantage the data illustrates that while participants seemingly agree that there are advantages, they are also cognizant of other factors that overshadow these advantages.
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.
Pełny tekst źródłaEvers, Julianne M. "A COMPARISON OF FEMALE ATHLETES AND NON-ATHLETES FROM SINGLE-SEX AND COEDUCATIONAL CATHOLIC INSTITUTIONS ON SELF-PERCEPTIONS, BODY IMAGE, AND GENDER-RELATED COGNITIVE SCHEMATA". Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1173463454.
Pełny tekst źródłaMeuller, Fiona J., i 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.
Pełny tekst źródłaLeung, Hung-piu, i 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.
Pełny tekst źródłaLeung, 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.
Pełny tekst źródłaLogan, 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.
Pełny tekst źródłaA 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.
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.
Pełny tekst źródłaEd.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
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.
Pełny tekst źródłaTitle from document title page. Document formatted into pages; contains vi, 61 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 43-46).
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.
Pełny tekst źródłaConte, 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.
Pełny tekst źródłaCette 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.
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.
Pełny tekst źródłaBlue, 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.
Pełny tekst źródłaMulhern, 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.
Pełny tekst źródłaRussotto, 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.
Pełny tekst źródłaPh.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
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.
Pełny tekst źródłaGordillo, 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.
Pełny tekst źródłaEl 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.
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.
Pełny tekst źródłaScott, 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.
Pełny tekst źródłaWong, Kit-kwan Heidi, i 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.
Pełny tekst źródłaWong, 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.
Pełny tekst źródłaCampbell, 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.
Pełny tekst źródłaEd.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
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.
Pełny tekst źródłaGillis, 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.
Pełny tekst źródłaGarcia-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.
Pełny tekst źródłaParsley, 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.
Pełny tekst źródłaDoctor 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.
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/.
Pełny tekst źródłaOutlaw, 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.
Pełny tekst źródła"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.
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.
Pełny tekst źródłaThere 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
Kauaria, Vejanda. "An investigation of female leaders' perceptions of themselves and their roles as leaders in a Catholic School". Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003508.
Pełny tekst źródłaBarton, 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/.
Pełny tekst źródłaVance, 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.
Pełny tekst źródłaSchowengerdt, 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.
Pełny tekst źródłaOdat, 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/.
Pełny tekst źródłaMitchell, 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.
Pełny tekst źródłaHaynes, 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.
Pełny tekst źródłaID: 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
Dowling, Robert A. "Identifying the need and advantages of single-gender education options in combination with a brief history of Avon Old Farms School /". 2005. http://www.consuls.org/record=b2742093.
Pełny tekst źródłaThesis advisor: Matthew Warshauer. "... in partial fulfillment of the requirements for the degree of Master of Arts in History." Includes bibliographical references (leaves 83-85). Also available via the World Wide Web.
Lancaster, Emily. "Girls in education a glimpse into coeducational and single-sex schools in America /". 2005. http://purl.galileo.usg.edu/uga%5Fetd/lancaster%5Femily%5Fa%5F200508%5Fma.
Pełny tekst źródła"Schooling boys and girls: the development of single-sex and co-educational schools in Hong Kong". 2004. http://library.cuhk.edu.hk/record=b5892150.
Pełny tekst źródłaThesis (M.Phil.)--Chinese University of Hong Kong, 2004.
Includes bibliographical references (leaves [166]-[175]).
Abstracts in English and Chinese.
Acknowledgement --- p.i
Abstract --- p.ii
摘腰 --- p.iii
Table of Content --- p.iv
Chapter Chapter 1 --- "Literature Review, Research Concern and Conceptual Framework" --- p.1
Chapter Chapter 2 --- Methodology --- p.40
Chapter Chapter 3 --- Cross-sectional Analysis of the Educational Claims of Single-sex and --- p.58
Chapter Chapter 4 --- Cross-time Analysis of the Educational Claims of Single-Sex and Co-educational Schools --- p.70
Chapter Chapter 5 --- Curriculum Study: Gender Presentation of Home Economics in Hong Kong --- p.119
Chapter Chapter 6 --- Conclusion --- p.159
References
Appendix I: Coding Scheme
Appendix II: Findings of Cross-Sectional Analysis of the Educational Claims of Single-sex and Co-educational Schools
Appendix III: Syllabus of Home Economics
"A study on the self-concept and sex-role orientation of students of single-sex and co-educational secondary schools". Chinese University of Hong Kong, 1994. http://library.cuhk.edu.hk/record=b5895380.
Pełny tekst źródłaInclude questionnaire in Chinese.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1994.
Includes bibliographical references (leaves 153-165).
Acknowledgements --- p.i
Abstract --- p.ii
Table of Contents --- p.iv
List of Tables --- p.viii
List of Figure --- p.x
Chapter CHAPTER ONE --- INTRODUCTION
Chapter 1.1 --- Background of the Problem --- p.1
Chapter 1.2 --- Purpose of the Study --- p.4
Chapter 1.3 --- Significance of the Study --- p.6
Chapter CHAPTER TWO --- LITERATURE REVIEW
Chapter 2.1 --- Single-sex vs. Co-educational Schooling --- p.9
Chapter 2.2 --- Self-concept --- p.13
Chapter 2.2.1. --- Definition of Self-concept --- p.15
Chapter 2.2.2 --- Structure of Self-concept --- p.17
Chapter 2.2.3 --- Sex Effects in Self-concept --- p.20
Chapter 2.3 --- Sex-role Orientation --- p.23
Chapter 2.3.1 --- Definitions --- p.23
Chapter 2.3.2 --- Development of Sex-role Orientation --- p.25
Chapter (a) --- Family --- p.25
Chapter (b) --- School --- p.26
Chapter 2.3.3 --- Structure of Sex-role Orientation --- p.29
Chapter 2.3.4 --- Effects of Sex-role Orientation --- p.31
Chapter 2.4 --- "Single-sex vs. Co-educational schooling, Self-concept, and Sex-role Orientation" --- p.34
Chapter 2.4.1 --- Self-concept and Single-sex vs. Co-educational School- ing --- p.35
Chapter 2.4.2 --- Sex-role Orientation and Single-sex vs. Coeducational Schooling --- p.37
Chapter 2.4.3 --- Self-concept and Sex-role Orientation --- p.39
Chapter 2.4.4 --- "Sex-role Orientation, Self-concept, Single-sex vs Co-educational Schooling" --- p.40
Chapter 2.5 --- Summary --- p.43
Chapter CHAPTER THREE --- METHODOLOGY
Chapter 3.1 --- Definitions --- p.46
Chapter 3.1.1 --- School Type --- p.46
Chapter 3.1.2 --- Self-concept --- p.46
Chapter 3.1.3 --- Sex-role Orientation --- p.48
Chapter 3.1.4 --- Academic Achievement --- p.48
Chapter 3.1.5 --- Family Socio-Economic Status --- p.49
Chapter 3.1.6 --- Social Exchange with Opposite Sex Peers --- p.49
Chapter 3.2 --- Research Hypotheses --- p.50
Chapter 3.3 --- Instruments --- p.53
Chapter 3.3.1 --- Pilot Study --- p.55
Chapter 3.3.2 --- Main Study --- p.57
Chapter 3.4 --- Subjects --- p.58
Chapter 3.5 --- Procedures --- p.61
Chapter 3.6 --- Limitations --- p.61
Chapter 3.7 --- Data Analysis --- p.62
Chapter 3.7.1 --- School Type and Sex-role Type effects on Self-concepts --- p.62
Chapter 3.7.2. --- School Type effect on Sex-role Type Distribution --- p.63
Chapter 3.7.3 --- School Type effect on Social Contact with Opposite Sex Peers --- p.63
Chapter CHAPTER FOUR --- RESULTS
Chapter 4.1 --- School Type and Sex-role Type effects on Self-concepts --- p.65
Chapter 4.1.1 --- General self-concept --- p.66
Chapter 4.1.2 --- Mathematics self-concept --- p.70
Chapter 4.1.3 --- Verbal self-concepts --- p.74
Verbal-Chinese self-concept --- p.74
Verbal-English self-concept --- p.78
Summary on Verbal self-concepts --- p.82
Chapter 4.1.4 --- Social self-concepts --- p.83
Relations with Opposite Sex Peers --- p.83
Relations with Same Sex Peers --- p.87
Relations with Parents --- p.90
Summary on Social self-concepts --- p.94
Chapter 4.1.5 --- Physical self-concepts --- p.96
Physical Abilities self-concept --- p.96
Physical Appearance self-concept --- p.100
Summary on Physical self-concepts --- p.104
Chapter 4.1.6 --- Summary --- p.105
Chapter 4.2 --- School Type and Sex-role Type Distribution --- p.107
Chapter 4.3 --- School Type and Contact with Opposite Sex Peers --- p.111
Contact with Opposite Sex Peers in Activities Unrelated to School --- p.112
Leisure --- p.114
Intensity of Social Contact --- p.115
Closeness with Opposite Sex Peers --- p.116
Summary --- p.118
Chapter 4.4 --- Summary of Results --- p.119
Chapter CHAPTER FIVE --- DISCUSSION
Chapter 5.1 --- Singléؤsex Schooling vs Co-education: Different domains of self-concept --- p.121
Chapter 5.1.1 --- General self-concept --- p.122
Chapter 5.1.2 --- Mathematics self-concept --- p.123
Chapter 5.1.3 --- Verbal self-concepts --- p.126
Chapter 5.1.4 --- Social self-concepts --- p.127
Chapter 5.1.5 --- Physical self-concepts --- p.130
Chapter 5.1.6 --- Summary --- p.133
Chapter 5.2 --- Single-sex Schooling vs Co-education: Sex-role Orientation --- p.135
Chapter 5.3 --- Single-sex Schooling vs Co-education: Social Contact with Opposite Sex Peers --- p.136
Chapter 5.4 --- Self-concepts: its relation to Sex-role Type --- p.139
Chapter 5.5 --- "School Type, Sex-role Type and Self-concept" --- p.140
Chapter 5.6 --- Summary --- p.142
Chapter CHAPTER SIX --- CONCLUSION
Chapter 6.1 --- Summary of Findings --- p.145
Chapter 6.2 --- Implications of Findings --- p.148
Chapter 6.2.1 --- School Type --- p.148
Chapter 6.2.2 --- Sex-role Type --- p.150
Chapter 6.3 --- Directions for Future Research --- p.151
REFERENCES --- p.153
APPENDICES --- p.166
Chapter A --- Bem Sex Role Inventory --- p.166
Chapter B --- Self Description Questionnaire --- p.168
Chapter C --- Pilot Questionnaire --- p.173
Chapter D --- Final Questionnaire --- p.182
Pillay, Nalini. "Girls' experience of violence in a single-sex high school in KwaZulu-Natal". Thesis, 2009. http://hdl.handle.net/10413/3124.
Pełny tekst źródłaThesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.
Nagarajan, Pavithra. "Man Made: The (Re)Construction of Black Male Identity in Single-Sex Schooling". Thesis, 2019. https://doi.org/10.7916/d8-m12q-zd66.
Pełny tekst źródłaMansfield, Katherine Cumings. "Troubling social justice in a single-sex public school : an ethnography of an emerging school culture". 2011. http://hdl.handle.net/2152/22147.
Pełny tekst źródłatext