Review of Recent Research on the Achievement of Girls in Single-sex Schools PDF Download

Author: Jannette Elwood
Publisher: Institute of Education University of London
ISBN: 9780854735907
Category : Academic achievement
Languages : en
Pages : 62

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Book Description
Concerns over gender-related differences in achievement within the education system, particularly the perceived under-achievement of boys, have generated debate since the early 1980s. This review of research on girls’ achievement includes the debate about single-sex versus mixed-sex schooling, the social and academic environments of single-sex schools and their effect on girls’ performance, and the setting up of single-sex classes in mixed-sex schools to counteract gender-related differences in performance. The authors show that the performance patterns of girls and boys are changing, with new complexities replacing the traditional stereotypes. The main findings of this research are highlighted to provide the basis for informed debate on girls’ achievement in single-sex schools.

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 62

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Author: Susan Morse
Publisher: Foundation
ISBN:
Category : Education
Languages : en
Pages : 112

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In this innovative study, Jean Lave moves the analysis of one particular form of cognitive activity--arithmetic problem-solving--out of the laboratory and into the domain of everyday life. In so doing, she shows how mathematics in the "real world", such as that entailed in grocery shopping or dieting, is, like all thinking, shaped by the dynamic encounter between the culturally-endowed mind and its total context, a subtle interaction that shapes both the human subject and the world within which it acts.

Author: Cornelius Riordan
Publisher: Rowman & Littlefield
ISBN: 1475813651
Category : Education
Languages : en
Pages : 83

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Book Description
Single sex schooling might appear to be an obscure issue on the sidelines of the educational policy debates of our times. But it is far from this. In fact, a sizable number of people and political organizations would like to make these schools obscure, but somehow they are “scaling up” rather than down. In 1996, there were only two public single sex schools operating in America. By 2015 there are now at least 100 public single sex schools, despite opposition from the outset. These schools are primarily serving poor, urban, black and Latino, at risk children. This book takes up the challenge of studying the effectiveness of single sex schools. Riordan frees the discussion of its ideological and political baggage and brings a degree of theoretical and empirical balance to the debate. The book provides a sociological foundation for considering single sex schools. The basic argument is that the larger school context of all girls or all boys serves as the driving factor for producing favorable outcomes in single sex schools.

Author: Madonna M. Murphy
Publisher:
ISBN:
Category :
Languages : en
Pages : 9

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This paper is a systematic review of the research studies on single-sex schools conducted in the last decade. It concludes that there is empirical support to the hypothesis that single-sex schools may be advantageous for both boys and girls in terms of promoting academic achievement with a greater degree of order and control in the classroom and fostering social-emotional development and promoting positive peer interactions. Nevertheless there is a great need for more research with better experimental designs focusing on measures of moral growth and character development as specific aspects of social-emotional development. The seminal research is that done by Dr. Leonard Sax documented in his classic book, Why Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences (2004) on the value of single-sex schooling. He maintains that as boys and girls are biologically different, they learn differently and need significantly different teaching methods in order to learn effectively; therefore they need single-sex classes if they are to learn effectively. Cornelius Riordan directed the U.S. Department of Education's systematic review of research literature on single-sex schooling that was conducted by the American Institutes for Research subcontracted to RMC Research Corporation and completed in 2005. This is the best meta-analysis available of the effects of single-sex schools in the United States. The objective of the review was to document the outcome evidence for or against the efficacy of single-sex education as an alternative form of school organization. Both quantitative and qualitative literature was reviewed. The major focus of most studies was academic achievement; not social/emotional or moral development. One third of the studies reported positive effects for SS schools on all-subject achievement tests, i.e. mathematics, science, English and social studies. The review found positive results favoring SS schools regarding social-emotional development regarding locus of control, educational and career aspirations, positive behavior, political involvement, climate for learning, interest in grades and opportunities for leadership. The results were particularly strong regarding social-emotional outcomes that favored females in single-sex school. Advocates of single-sex education fall in two camps; those who favor separating boys from girls because they are essentially different; and those who favor separating boys from girls because they have different social experiences and social needs. Nevertheless, there are strong research findings in both camps that support the value of single sex schools. A bibliography is included.

Author: Michael Gurian
Publisher: John Wiley & Sons
ISBN: 0470608250
Category : Education
Languages : en
Pages : 407

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A thoroughly revised edition of the classic resource for understanding gender differences in the classroom In this profoundly significant book, author Michael Gurian has revised and updated his groundbreaking book that clearly demonstrated how the distinction in hard-wiring and socialized gender differences affects how boys and girls learn. Gurian presents a proven method to educate our children based on brain science, neurological development, and chemical and hormonal disparities. The innovations presented in this book were applied in the classroom and proven successful, with dramatic improvements in test scores, during a two-year study that Gurian and his colleagues conducted in six Missouri school districts. Explores the inherent differences between the developmental neuroscience of boys and girls Reveals how the brain learns Explains when same sex classrooms are appropriate, and when they’re not This edition includes new information on a wealth of topics including how to design the ultimate classroom for kids in elementary, secondary, middle, and high school.

Author: Janice Streitmatter
Publisher: SUNY Press
ISBN: 9780791440940
Category : Education
Languages : en
Pages : 168

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Book Description
Current research on the progress of female students in U.S. public schools suggests that efforts have not sufficiently addressed concerns such as academic under-achievement in the areas of math and science, lower self-esteem from the advent of early adolescence, and vulnerability to sexual harassment. Despite Title IX, some educators have turned to the creation of single-sex classes and programs for female students in order to better address these critical issues.

Author: William J. Hussar, Thomas D. Snyder, Michael Planty
Publisher: Government Printing Office
ISBN: 9780160876134
Category : Education
Languages : en
Pages : 359

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Book Description
NCES 2009-031. By Michael Planty, et al. To ensure reliable, accurate, and timely data, which are necessary to monitor the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, The Condition of Education. This year’s report presents 46 indicators of important developments and trends in U.S. education. These indicators focus on participation and persistence in education, student performance and other measures of achievement, the environment for learning, and resources for education.

Author: Rebecca Rae Mayhugh Navarre
Publisher:
ISBN:
Category : Girls' schools
Languages : en
Pages : 119

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Book Description
The purpose of this study was to compare the academic success of female students selected to enter the single-gender school and female students' eligible but not selected to the single-gender school setting. Since single-gender settings are reported to narrow the academic achievement gap of underprivileged students, especially minority inner-city students, this population received additional review. Proponents of single-gender education have argued that boys and girls have different learning styles and need to be educated separately for maximum academic success (Sax, 2010). Single-gender education advocates believe in an equal but separate educational system based on the idea that males and females are fundamentally different and thus have different needs (Sax, 2010; Spielhagen, 2011). Unfortunately, there is no direct evidence that single-gender settings improve outcomes for all students, since nearly all existing single-gender schools are private schools where student backgrounds are quite different from those in most public schools (Billger, 2009). Assessing the advantages and disadvantages of single-gender classes and schools is not only a "complicated question" (Salomone, 2003, p. xi), but also a political one involving education policy makers, politicians, social reformers and parents and college administrators (Jackson, 2002; Salomone, 2006). The student results provided meaningful implications within the field of single-gender education. In addition, implications within the focus of cultural capital were provided. These implications are presented in three sections, including research, theory, and practice. Knowing that students from minority, low socioeconomic groups are falling farther behind the White, non-economically disadvantaged students, the results of this study indicate the need to continue to research this setting. Based upon this study, it seems prudent to look at the single-gender setting specifically as a way for this grouping to raise student achievement. Specifically, knowing that students from minority and economically disadvantaged/low socioeconomic backgrounds are particularly at risk of failing, this research is timely and valuable.

Author: Rosemary C. Salomone
Publisher: Yale University Press
ISBN: 0300129149
Category : Education
Languages : en
Pages : 304

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Book Description
Although coeducation has been the norm within private and public schools since the 1970s, single-sex education has staged a comeback in recent years as a means of addressing the academic and social problems faced by some students. Single-sex education raises controversy on ideological grounds, and in 1996 the Supreme Court struck down the all-male admissions policy at the Virginia Military Institute in a decision that has cast a legal cloud over public initiatives. In this timely book, Rosemary Salomone offers a reasoned educational and legal argument supporting single-sex education as an alternative to coeducation, particularly in the case of disadvantaged minority students. Salomone examines the history of women’s education and exclusion, philosophical and psychological theories of sameness and difference, findings on educational achievement and performance, the research evidence on single-sex schooling, and the legal questions that have arisen. Correcting many of the current misconceptions about single-sex education, she argues that it is a viable option and that the road to gender equality should be paved with diverse educational opportunities for all students—regardless of race, class, or gender.