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.

Autor/inn/en	Younger, Michael R.; Warrington, Molly
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 Link als defekt meldenVerfügbarkeit
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