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Author: Thaddeus R. Nuce Publisher: ISBN: Category : Educational equalization Languages : en Pages : 298
Book Description
The purpose of this study is to determine the effects of multiple years of single-gender education on the reading and math achievement test scores of low, average, and high-ability male and female middle-school students attending a Christian academy in North Carolina. In short, this study found that single-gender education did not improve NCE (Normal Curve Equivalent) reading or mathematics scores at WCA (Wilson Christian Academy, Wilson, North Carolina). - Statement of the problem, Summary and recommendations.
Author: Thaddeus R. Nuce Publisher: ISBN: Category : Educational equalization Languages : en Pages : 298
Book Description
The purpose of this study is to determine the effects of multiple years of single-gender education on the reading and math achievement test scores of low, average, and high-ability male and female middle-school students attending a Christian academy in North Carolina. In short, this study found that single-gender education did not improve NCE (Normal Curve Equivalent) reading or mathematics scores at WCA (Wilson Christian Academy, Wilson, North Carolina). - Statement of the problem, Summary and recommendations.
Author: Beverly S.- Bacchus Publisher: ISBN: Category : Languages : en Pages : 73
Book Description
Since the inception of the No Child Left Behind Act, many initiatives have been implemented to increase academic achievement. Single-gender education is an initiative that public schools have adopted with the hope of seeing boys and girls achieve significant gains in their core classes. This study explored the achievement levels of 9 th grade girls and boys in their English I and algebra I classes. After a year of learning in single-gender classes, the students' End of Course scores were compared to the previous cohort of students who were taught in a traditional co-educational format by using an independent t-test. Scores were inputted in SPSS and analyzed. Eight research questions were formed to discover if significant differences from the co-educational year to the single-gender year existed. Results showed that there was a significant difference between the achievement of students who took single-gender English I classes compared to students who took co-educational English I classes, with single-gender English classes outperforming co-educational English classes. Results also showed that there was a significant difference between the achievement of students who took single-gender algebra I classes and students who took co-educational algebra I classes, with co-educational algebra I classes outperforming single-gender algebra I classes. Qualitative research is needed in the future to determine if teacher/ student training and perceptions of single-gender education impacted the data.
Author: Christie Alana Berg Publisher: ISBN: Category : Science Languages : en Pages : 114
Book Description
Research identifies a gender gap in mathematics and science as students progress from middle school through high school and college. Girls have inherent aptitude yet lack necessary self-confidence to continue with science studies in the upper grades. Research reveals same-sex environments may affect achievement and perception of ability. The purpose of this study was to examine how a single gender science classroom affects middle school girls' achievement and interest in science. This study was conducted using surveys and interviews of twenty-five sixth grade girls. The study included interviews of the classroom teacher and school principal. Results showed an increase in achievement, self-confidence and interest in science after participating in the all-girls class. Keywords: gender gap, females, middle school, same-sex environment, science, single-gender classroom
Author: Rhonda Lee Hill Publisher: ISBN: Category : Single-sex classes (Education) Languages : en Pages : 112
Book Description
The purpose of this study was to investigate the impact on students' academic achievement when served with a single-gender instructional model. Sixth grade students enrolled in single-gender classes were compared to heterogeneous classes utilizing the Measures of Academic Progress (MAP). MAP data from the fall and spring administrations were evaluated to determine academic growth. In the analysis of growth in academic achievement between groups based upon MAP scores, there was no significant difference found between academic growth and gender. While there was group variability that may have impacted achievement scores, overall growth of MAP scores and the amount of achievement was not significant at the .05 level. With all student groups achieving gains, educational setting and academic growth may be simply a matter of individual learning style and preference. Future studies should focus on longitudinal patterns of student growth, corroboration of multiple sources of data, such as student grades and additional test scores, and student perspectives of single-gender classes.
Author: Kayleen Taffe Publisher: ISBN: Category : Academic achievement Languages : en Pages : 93
Book Description
This research examined the difference between reading and math achievement and the assignment of students in single gender vs. dual gender classrooms. Achievement data were collected from two Federal Setting IV special education buildings. These settings are for students who struggle to succeed in their home placement schools. The population in these schools are 86-90% male. In these buildings the only single gender classrooms are male. The data collected were pre- and post-data in reading and math. The instruments used were the NWEA-Map and the FastBridge-aReading and aMath. The analysis of these sources of data will help determine if a difference exists between achievement and the gender make-up of classrooms. The findings of the study show that there is no difference in the achievement of single and dual gender classrooms. It was found that these students served in a Federal Setting IV school made minimal gains in achievement. The longevity analysis of three school years showed that the students' scores decreased overtime in these settings. The dual and single gender classes did see an increase in achievement during one school year and in both reading and math. It was not a consistent pattern of growth so no conclusion can be made on the differences in single or dual gender classes. Further research is needed in Federal Setting IV schools.
Author: Deanna Boyd Publisher: ISBN: Category : Academic achievement Languages : en Pages : 106
Book Description
Currently, students in the United States are educated in either single or mixed gender learning environments. An achievement gap between male and female students in the area of science indicates a need for instructional strategies and environments that will address these learning needs. Single gender classrooms are one possible solution as males and females have gender differences that may contribute to the way they learn. This quantitative, causal comparative study compared the differences in the Palmetto Assessment of State Standards science achievement scores of middle school females in single and mixed gender environments in a state in the Southeastern United States. Independent samples t tests, Chi-Square Tests, and two-way ANOVA analyses determined if group differences in science achievement existed between sixth through eighth grade female students in single and mixed gender classrooms. Results of the study revealed there was no significant difference in achievement scores between the two groups. The research findings provide the stakeholders with information that can potentially influence the implementation of single gender programs to improve the achievement of female students in middle grades science.
Author: Lisa Marie O'Neill Publisher: ISBN: Category : Fifth grade (Education) Languages : en Pages : 238
Book Description
The gender gap in achievement and the increasing awareness of differences between male and female cognitive development have ignited a growing interest in single-sex education. (1) Subject and Methods. This two-year quasi-experimental explanatory mixed-methods study explores the impact of single-sex education on an economically disadvantaged school's fifth-grade students' academic gains in mathematics and reading achievement in comparison to their peers in demographically similar coeducational classrooms in the same school. Quantitative data were collected from standardized state test scores in reading and mathematics for the participating students' fifth-grade year. One year's worth of growth was calculated using the students' prior year's standardized test scores as baseline data. Statistical tests, including univariate ANOVAs, repeated measure ANOVAs, t-tests, and chi-square tests, were used to determine whether there were any statistically significant differences between the various groups' growth in reading or mathematics that could be attributed to the gender composition (coeducational versus single-sex) of the classes. In addition, qualitative data were collected through interviews with the participating fifth-grade teachers. The qualitative data explored the teachers' perceptions of how the gender composition of their classrooms influenced their students' growth in reading and mathematics. (2) Findings. Most of the statistical analyses reveal nonsignificant findings regarding the influence of single-sex education on academic gains. However, a deeper exploration of the descriptive statistics and qualitative data supports further research on single-sex education. While not always statistically significant, the single-sex classes tended to make larger gains in both mathematics and reading than the coeducational classes and subgroups. This is especially true for males in reading. Both years of the study revealed higher gains for males in the single-sex setting in reading. In addition, qualitative data from teacher interviews revealed teachers' support of single-sex education. These teachers believed that single-sex education had a positive influence on student gains in mathematics and reading. They noted that their students seemed more comfortable, asked more questions, and participated more often in single-sex classes. (3) Conclusion. This study adds to the limited body of research on single-sex education and provides reason to experiment with the strategy; analysis reveals no downside to single-sex education or support for coeducation. It suggests that with larger sample sizes there may be more findings revealing statistically significant differences favoring single-sex classes.
Author: Steven B. Mertens Publisher: IAP ISBN: 1607524910 Category : Education Languages : en Pages : 434
Book Description
The Encyclopedia of Middle Grades Education provides a comprehensive overview of the field. This publication includes seven anchor essays (5000 words) that cover the following topics: the history of the middle school movement; academically excellent curriculum, instruction, and assessment; developmental responsiveness in relation to young adolescents; social equity in middle grades schools; leadership in middle level schools; teacher and administrator preparation and professional development; and future directions in relation to the movement, practices, and policy. Leading scholars in the field of middle grades education were invited to author these essays. In addition to the seven anchor essays, the encyclopedia contains alphabetically organized entries (short entries approximately 500 words; long entries approximately 2000 words) that address important concepts, ideas, terms, people, organizations, and seminal publications related to middle grades education. Contributors to the encyclopedia have provided sufficient information so that the reader can place the idea, concept, person, etc. into its proper context in the history of the middle school movement. Entries are meant to be introductory; after an overview of the essentials of the topic the reader is guided to more extensive sources for further investigation. Where appropriate, the reader is also directed to electronic sources such as websites where additional information can be retrieved.
Author: Thaddeus R. Nuce
Author: Thaddeus R. Nuce
Author: Beverly S.- Bacchus
Author: 
Author: Christie Alana Berg
Author: Rhonda Lee Hill
Author: Kayleen Taffe
Author: Deanna Boyd
Author: Lisa Marie O'Neill
Author: 
Author: Steven B. Mertens