Author: Rebecca Rae Mayhugh Navarre Publisher: ISBN: Category : Girls' schools Languages : en Pages : 119
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: Calvin McGlown Publisher: ISBN: Category : Languages : en Pages :
Book Description
McGlown, Calvin. Ed. D. The University of Memphis. December 2015. A Study of Motives, Challenges, Professional Development, and Beneficial Outcomes of Single-Gender Classrooms in Coeducational Public Middle Schools. Major Professor: Larry McNeal, Ph. D The purpose of this study was to examine the leading motivations, primary challenges, types of professional development engaged in, and positive outcomes perceived by administrators who have either initiated or inherited the practice of single-gender classes within coeducational middle school settings. To address the four research questions presented within this study, the Statistical Package for the Social Sciences (SPSS) was used to conduct multiple analyses that addressed four groups of dependent variables (motives, challenges, professional development, and beneficial outcomes of single-gender education) on the independent variables initiators and inheritors of the single-gender education initiative. Although, no statistically significant differences were observed for the two subgroups of respondents (initiators and inheritors) with respect to answering any of the research questions, there were clearly differences in the perceptions of all respondents as to which reasons most motivated their adoption of single-gender education: which challenges they regarded as the most serious, which types of professional development they most frequently engaged in, and which outcomes they most agreed their programs had achieved. For respondents in the aggregate, addressing learning style, improving student achievement, and decreasing the problems of low achievers were the reasons they selected as most important for taking on single-gender education. The greatest challenges they indicated, were those connected to teacher professional development, with respect to single-gender education and teaching under achieving students. In terms of their own professional development, administrators most frequently read articles and made observational visits to classes in their own schools. Administrators rarely took university coursework related to instruction or made conference presentations. All respondents agreed that their implementation of single-gender education produced a range of positive outcomes, such as improvement in student achievement.
Author: Daris F. Gore Publisher: ISBN: Category : African Americans Languages : en Pages : 230
Book Description
The purpose of this quantitative study was to determine if single-gender settings have a statistically significant effect on African-American male and/or African-American female academic achievement on English assessment from sixth through eighth grade. Social science statistics were used to determine if a statistically significant difference occurred in the performance of African-American males and/or female students in single-gender classrooms compared to African-American male and female students in coed classrooms. A two-way analysis of variance (ANOVA) was conducted to assess if differences exist on a dependent variable (student achievement) by independent variables (instructional setting and gender). A statistically significant difference occurred among girls during sixth through eighth grade (girls in coed environments had higher achievement scores), among males in sixth and seventh grades (males in coed environments had higher achievement scores), and among boys and girls during eighth grade (boys exhibited a higher percentage of proficiency in single-gender contexts than girls in single-gender classrooms). Results suggest that coeducational environments are more academically advantageous for African-American middle school boys and girls, especially during younger years, than single-gender environments. Mean achievement scores increased among single-gender classrooms, according to gender and alongside year length or student age. This suggests that single-gender classrooms may be more academically advantageous as students age; however, this study suggests additional research to verify the credibility of this suggestion since this study focused primarily on assessing statistical significance, of which none was found in regard to single-gender classrooms being more academically advantageous than coed classrooms.
Author: Laura A. Lembo Publisher: ISBN: Category : Academic achievement Languages : en Pages : 105
Book Description
Educators continue to search for solutions to increase the academic achievement of students at risk of failure. Single-gender education is a fairly new innovation being implemented in the public school setting as a possible solution to address the decline in academics as a result of No Child Left Behind Legislation. The proponents of single-gender education argue that gender-based education should improve academic achievement for both boys and girls; however, contradictory or inconsistent research also exists in the literature. In an attempt to increase student achievement, a single-gender program was implemented to increase student performance, specifically to close the achievement gap among student subgroups by providing separate classrooms for boys and girls as an alternative to coeducational classroom placement. It was the intent of this researcher to determine the impact gender-based instruction had on improving academic achievement in reading and mathematics for boys and girls in the fourth, fifth, and sixth grades. This quantitative study analyzed archival data over a four-year period comparing the posttest scores between students placed in single-gender classrooms and coeducational classrooms. Results from this study suggest that single-gender classrooms provided no inherent advantage over coeducational settings at this target school.
Author: Frances R. Spielhagen Publisher: R & L Education ISBN: Category : Education Languages : en Pages : 152
Book Description
Educators agree that boys and girls learn differently, but do they learn better in single-sex classes? Single-sex education has become a 'hot topic' among educators striving to address achievement declines, especially in the middle school years. Since the United States Department of Education confirmed the legality of single-sex classes in public schools in 2006, the number of single-sex classes and schools has increased dramatically and the options continue to grow in popularity. Debating Single-Sex Education offers a timely and detailed summary of the issues surrounding single-sex education. Eight veteran educators provide research-based findings on single-sex classes in the United States and Africa. This book presents a brief historical summary of single-sex classes in the United States. Other features include recent qualitative case studies, interviews with students, and statistical evidence of the effects of single-sex classes on student achievement. The final chapter synthesizes the common findings among these studies and the implications for practice in schools.
Author: Michael Gurian Publisher: John Wiley & Sons ISBN: 0470608250 Category : Education Languages : en Pages : 407
Book Description
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
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: David W. Chadwell Publisher: Corwin Press ISBN: 1412972604 Category : Education Languages : en Pages : 201
Book Description
From the Back Cover: A Comprehensive road map for single-gender initiatives! Over 400 public schools in the United States offer single-gender classes or programs, and the number of schools contemplating such initiatives is growing at a rapid pace. In this book, David W. Chadwell, the first state coordinator for single-gender programs, offers a step-by-step process with practical planning tools for implementing high-quality single-sex programs and schools. Organized into three parts-considering, designing, and implementing single-gender initiatives in local school sites and districts-this resource includes detailed, essential information on: restructuring to accommodate single-gender classes; communicating with parents and overcoming resistance; understanding relevant legal issues; facilitating instructional changes; creating a 1- to 3-year plan. Featuring numerous vignettes, current demographic data, and critical insights for professional development, A Gendered Choice provides everything educators need to know about creating single-gender schools or programs.
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
The No Child Left Behind Act of 2001 requires public schools to be highly accountable for dollars spent on education and for the achievement of students. To support this mandate, the law expanded local control and allowed schools to explore innovative ways to enhance student learning (U.S.D.E., 2004). Given the opportunity, some public schools have experimented with single-gender classes as an avenue for improving the way students are taught. Studies have indicated that separating students according to gender has a positive impact on learning (e.g., Haag, 2000; Maslen, 2001; and Sommers, 2001). Single-gender settings have also been reported to have a positive affect on the attitudes of students (NASSPE, 2004b; Colley et al., 1994, James & Richards, 2003; and Rowe, 2000). Because single-gender classes were not an option in the public school sector in recent years, most current studies of single-gender education involve private and parochial schools. The purpose of this mixed methods study was to examine the initial impact of implementing gender-based instruction in a suburban public elementary school in central Mississippi. The impact was analyzed in terms of the overall perceptions of the administrator, teachers, students, and parents who participated in the pilot program. The impact was also measured by the students' performance in the areas of academic achievement, school attendance, and classroom behavior during the pilot year of fifth-grade, single-gender classes. The results of the study indicated the overall perceptions of the participants were favorable toward single-gender classes. The students maintained approximately the same level of academic achievement in fifth-grade, single-gender classes as in fourth-grade coeducational classes. They produced an average of 2.6 years (grade equivalent) growth in Accelerated Math during the year of single-gender classes. The average daily attendance was consistent with previous attendance patterns and exceeded the distr.
Author: Rebecca Rae Mayhugh Navarre
Author: Calvin McGlown
Author: Daris F. Gore
Author: Laura A. Lembo
Author: Frances R. Spielhagen
Author: Michael Gurian
Author: Janice Streitmatter
Author: David W. Chadwell
Author: Shane Griffis
Author: