Do Single Sex Classes Affect Achievement
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Do Single Sex Classes Affect Achievement
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Author : Alison L. Booth
language : en
Publisher:
Release Date : 2014
Do Single Sex Classes Affect Achievement written by Alison L. Booth and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with Academic achievement categories.
We examine the effect of single-sex classes on the pass rates, grades, and continued enrollment of students in a coeducational university. We randomly assign students to all-female, all-male, and coed classes and, therefore, get around the selection issues present in studies on single-sex education done on students in primary and secondary school. We find that one hour a week of single-sex education benefits females: females are 7.5% more likely to pass their first year courses and score 8% higher overall. Furthermore, females in all-females classes are roughly 9% more likely to continue studying economics and business at university than females who studied in coed classes. There is evidence that single-sex education causes women to adopt behaviors associated with better academic outcomes: such as attending more classes and doing optional assignments. However, these behavioral changes can explain, at most 40% of the all-female effect, suggesting that there is a large direct effect of single-sex education on outcomes.
Review Of Recent Research On The Achievement Of Girls In Single Sex Schools
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Author : Jannette Elwood
language : en
Publisher: Institute of Education University of London
Release Date : 1999
Review Of Recent Research On The Achievement Of Girls In Single Sex Schools written by Jannette Elwood and has been published by Institute of Education University of London this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999 with Academic achievement categories.
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.
Do Single Sex Classes Affect Achievement
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Author : Alison L. Booth
language : en
Publisher:
Release Date : 2013
Do Single Sex Classes Affect Achievement written by Alison L. Booth and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with categories.
Single Sex Education
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Author : Darcy Russotto
language : en
Publisher:
Release Date : 2009
Single Sex Education written by Darcy Russotto and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Academic achievement categories.
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.
Single Sex Education
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Author : Darcy Russotto
language : en
Publisher:
Release Date : 2009
Single Sex Education written by Darcy Russotto and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Academic achievement categories.
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.
The Relative Effectiveness Of Single Sex And Coeducational Schools In Thailand
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Author :
language : en
Publisher: World Bank Publications
Release Date :
The Relative Effectiveness Of Single Sex And Coeducational Schools In Thailand written by and has been published by World Bank Publications this book supported file pdf, txt, epub, kindle and other format this book has been release on with categories.
All Or Nothing
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Author : Soohyung Lee
language : en
Publisher:
Release Date : 2014
All Or Nothing written by Soohyung Lee and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with categories.
Single Sex Schools
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Author : Cornelius Riordan
language : en
Publisher: Rowman & Littlefield
Release Date : 2015-07-02
Single Sex Schools written by Cornelius Riordan and has been published by Rowman & Littlefield this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-07-02 with Education categories.
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.
The Effects Of Single Sex Schooling On Student Achievement And Attitudes In Nigeria
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Author : Valerie E. Lee
language : en
Publisher:
Release Date : 1989
The Effects Of Single Sex Schooling On Student Achievement And Attitudes In Nigeria written by Valerie E. Lee and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1989 with Academic achievement categories.
Single-sex schooling in Nigeria benefits female, but not male, math students. More research is needed to find out why -- and why adolescent females in Nigeria do as well as adolescent males on math achievement tests (unlike their American counterparts).
Single Sex Classrooms
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Author : Consuelo Flores Devine
language : en
Publisher:
Release Date : 2010
Single Sex Classrooms written by Consuelo Flores Devine and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Academic achievement categories.
The first paper focuses on single-sex education and its impact on the academic achievement and behavior of middle school female students in mathematics classes. Results showed that single-sex education primarily helps to improve the academic achievement and behavior of female students in mathematics as well as in other subjects, although male students also showed some improvement. Recommendations for the implementation and success of single-sex classes are also included. The second paper documents the "chilly climate" that women encounter in the fields of science, technology, engineering and mathematics and how this affects the attitudes of young girls. Recommendations for improving the climate for women and girls in these fields, along with current improvements and incentives, are also included.