The Effects of Gender-based Classroom Placement on the Academic Achievement of Boys and Girls at the Elementary Level PDF Download

Author: Laura A. Lembo
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 105

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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: Shahriar Kibriya
Publisher:
ISBN: 9781495171444
Category :
Languages : en
Pages :

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

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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: Steven R. Banks
Publisher: Waveland Press
ISBN: 1478607920
Category : Education
Languages : en
Pages : 385

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Building on the success of the popular first edition, the author tackles the latest issues and practices in the field of classroom assessment. The No Child Left Behind Act has transformed the role of educational assessment, requiring annual assessments as part of a federal system of educational accountability. National accreditation organizations such NCATE have mandated standards-based performance and emphasized specific assessment benchmarks in meeting these standards. The inclusion movement to accommodate special-needs students in the regular education classroom also has impacted classroom assessment practices. Teacher assessment, classroom environment, test anxiety, the Race to the Top grants, and many more timely topics receive comprehensive yet accessible treatment. Banks provides thorough and well-documented discussions of performance assessment, essay and multiple-choice assessments, formative assessment, and reliability/validity issues as well as invaluable classroom assessment tools that include portfolios, rubrics, journals, and models such as Anderson and Krathwohls revision of Blooms Taxonomy. Gender and diversity issues, including learning differences and socioeconomic influences on student achievement, are given in-depth coverage. Outstanding features include case studies, point/counterpoint debates on controversial assessment topics and practices, teacher application exercises, thought-provoking self-assessment exercises, and end-of-chapter activities that include review questions and opportunities for directed learning.

Author: Louise Cherry Wilkinson
Publisher: Academic Press
ISBN: 1483276295
Category : Education
Languages : en
Pages : 293

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Book Description
Educational Psychology Series: Gender Influences in Classroom Interaction compiles papers presented at a conference funded by the National Institute of Education and held at the Wisconsin Center for Education Research, University of Wisconsin—Madison in October 1983. This book focuses on the interactional influences that may be related to differential classroom experiences for females and males. A diversity of issues that have a bearing on gender-related influences, such as contextual factors and teacher and student characteristics, from both theoretical and empirical perspectives are also deliberated. This compilation is addressed primarily to researchers, but is also useful to teachers, educational policy makers, and others who want to insure every child, regardless of gender or other status, the opportunity of a rewarding and challenging education.

Author: Judith E. Owen Blakemore
Publisher: Psychology Press
ISBN: 1135079331
Category : Psychology
Languages : en
Pages : 527

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Book Description
This text offers a unique developmental focus on gender. Gender development is examined from infancy through adolescence, integrating biological, socialization, and cognitive perspectives. The book’s current empirical focus is complemented by a lively and readable style that includes anecdotes about children’s everyday experiences. The book’s accessibility is further enhanced with the use of bold face to highlight key terms when first introduced along with a complete glossary of these terms. All three of the authors are respected researchers in divergent areas of children’s gender role development and each of them teaches a course on the topic. The book’s primary focus is on gender role behaviors – how they develop and the roles biological and experiential factors play in their development. The first section of the text introduces the field and outlines its history. Part 2 focuses on the differences between the sexes, including the biology of sex and the latest research on behavioral sex differences, including motor and cognitive behaviors and personality and social behaviors. Contemporary theoretical perspectives on gender development – biological, social and environmental, and cognitive approaches – are explored in Part 3 along with the research supporting these models. The social agents of gender development, including children themselves, family, peers, the media, and schools are addressed in the final part. Cutting-edge and comprehensive, this is the perfect text for those who have been searching for an advanced undergraduate and/or graduate book for courses in gender development, the psychology of sex roles and/or gender and/or women or men, taught in departments of psychology, human development, and educational psychology. Although chapters have been designed to be read sequentially, a full author citation is included the first time a reference is used within an individual chapter rather than only the first time it is used in the book, making it easy to assign chapters in a variety of orders. This referencing system will also appeal to scholars interested in using the book as a resource to review a particular content area.

Author: Pamela Reed Simon
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 167

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Studies have documented challenges in meeting No Child Left Behind (NCLB) expectations as well as gender differences that contribute to the achievement gaps between boys and girls. In response to increased NCLB accountability and achievement gaps between boys and girls, several experts have promoted single-sex education as a possible strategy to improving student achievement. The purpose of this study was to examine data that were gathered from an economically disadvantaged Title I federally-assisted upper elementary school with respect to the implementation of single-gender classrooms. This study was guided by the following two research questions: First, what were the perspectives from teachers, students, and parents with the initial year of implementation of single-gender classrooms? Second, what school level data could be analyzed and summarized with respect to student behaviors during the initial year of implementation? Unlike previous studies, which focused on private or parochial schools at the secondary school level, this study focused on an economically disadvantaged school within an upper elementary setting. In addition, limited previous research has examined the perspectives of teachers, students, and parents. As research continues to show an ever-increasing achievement gap between students in poverty and those who are not, many educators seek alternative ways to educate students in economically disadvantaged schools. While single-gender classrooms are by no means a cure-all for the adversity faced by disadvantaged students in public schools, an analysis of the aforementioned research data indicated salient benefits for such students in that they can provide a learning environment where affective and cognitive learning outcomes could be realized. The results from this study revealed that teachers and parents considered single-gender classrooms provide a positive learning environment for students. Teachers, students, and parents emphasized that single-gender classrooms allowed students to be more productive, removed the largest distractions for male and female students, and allowed them to concentrate on their schoolwork. In addition, the data revealed that single-gender classrooms had a positive impact on girls as viewed by teachers, female students, and parents of female students in terms of feeling comfortable enough to ask questions when they did not understand something.

Author: Barrie Thorne
Publisher: Rutgers University Press
ISBN: 1978838271
Category : Social Science
Languages : en
Pages : 217

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When it first appeared in 1993, Barrie Thorne’s Gender Play: Girls and Boys in School became an instant classic in the budding fields of feminist sociology and childhood studies. Through detailed first-hand observations of fourth and fifth graders at play, she investigated questions like: Why do girls and boys tend to self-segregate in the schoolyard? What can playful teasing and ritualized games like “cooties” and “chase and kiss” teach us about how children perform gendered identities? And how do children articulate their own conceptions of gender, distinct from those proscribed by the adult world? A detailed and perceptive ethnography told with compassion and humor, Gender Play immerses readers in the everyday lives of a group of working-class children to examine the social interactions that shape their gender identities. This new Rutgers Classic edition of Gender Play contains an introduction from leading sociologists of gender Michael A. Messner and Raewyn Connell that places Thorne’s innovative research in historical context. It also includes a new afterword by one of Thorne’s own students, acclaimed sociologist C.J. Pascoe, reflecting on both the lasting influence of Thorne’s work and the ways that American children’s understandings of gender have shifted in the past thirty years.

Author: Christine Howe
Publisher:
ISBN:
Category : Classroom environment
Languages : en
Pages : 64

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Book Description
This book evolved from a report, commissioned by the Scottish Office Education and Industry Department, which examined gender differences in classroom interaction. The book examines existing research and makes proposals for further action on the topic of whether social interaction in schools perpetuates behavioral differences between males and females. Starting from how classroom interaction might, in theory, result in discrimination, the author provides a review of the evidence, organized around interactive settings which cut across subject areas and school sectors. Chapters on whole-class discussion, desk-based group work, group work around computers, and discussion for oral assessment are followed by a synthesis of findings and discussion of the implications for further research and educational intervention. There are six chapters in the book. Contains 93 references. (EH)

Author: Becky Francis
Publisher: Psychology Press
ISBN: 9780415333245
Category : Education
Languages : en
Pages : 216

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Book Description
This text draws together the findings and arguments from the vast array of material available on this topic, in order to provide a comprehensive and clear overview of the various debates about, and explanations for gender and achievement.