Literaturnachweis - Detailanzeige
Autor/inn/en | Younger, Michael R.; Warrington, Molly |
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Titel | Would Harry and Hermione have done better in single-sex classes? A review of single-sex teaching in coeducational secondary schools in the United Kingdom. |
Quelle | In: American educational research journal, 43 (2006) 4, S. 579-620Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0002-8312; 1935-1011 |
DOI | 10.3102/00028312043004579 |
Schlagwörter | Empirische Untersuchung; Fallstudie; Junge; Geschlechtsspezifischer Unterschied; Koedukation; Sekundarbereich; Schülerleistung; Unterricht; Mädchen; Großbritannien |
Abstract | The gender agenda in many North American, Western European, and Australasian countries has undergone a "boy turn" in the past decade amid growing concerns about boys' apparent "underachievement" relative to girls. One aspect of this turn has been the resurrection of interest in single-sex classes in coeducational public state schools. This article reviews these developments from an international perspective, particularly focusing on the experiences of a number of United Kingdom secondary schools involved in the 4-year Raising Boys' Achievement Project. The article suggests that, while single-sex classes have the potential to raise the achievement levels of both boys and girls and to have a positive impact on the atmosphere and ethos for learning, these gains will be achieved only if the initiative is developed within gender-relational contexts rather than situated within recuperative masculinity policies. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2007/3 |