Literaturnachweis - Detailanzeige
| Autor/inn/en | Warrington, Molly; Younger, Mike |
|---|---|
| Titel | Single-sex classes and equal opportunities for girls and boys. Perspectives through time from a mixed comprehensive school in England. |
| Quelle | In: Oxford review of education, 27 (2001) 3, S. 339-356Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 40; Tabellen 1 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0305-4985 |
| Schlagwörter | Empirische Untersuchung; Fallstudie; Längsschnittuntersuchung; Chancengleichheit; Einstellung (Psy); Junge; Koedukation; Eltern; Gesamtschule; Lehrer; Schüler; Lernerfolg; Schülerleistung; Lernen; Curriculum; Leistung; Mädchen; England |
| Abstract | The recent concern with the apparent "under-achievement" of boys in England's comprehensive schools has led schools to review the potential of single-sex classes as a means of improving performance. This paper reviews the arguments for such a strategy, in the context of one school where such an approach has underpinned the organisation of the school through the last three decades. We examine the rationale behind the original decision to implement single- sex teaching, consider the evolution of the curriculum through time, and discuss the strengths and weaknesses of this mode of organisation from the varying perspectives of parents, students and teachers. We consider whether the strategy has contributed to an improvement of the achievement levels of girls, and discuss the extent to which single-sex teaching has the potential to have a positive impact in raising boys' performance. (DIPF/orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2002_(CD) |
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