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Autor/in | Smith, Debra Messenger |
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Titel | A Comparison of Single-Gender Classes and Traditional, Coeducational Classes on Student Academic Achievement, Discipline Referrals, and Attitudes toward Subjects |
Quelle | (2010), (140 Seiten)
PDF als Volltext Ed.D. Dissertation, Trevecca Nazarene College |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
ISBN | 978-1-1241-3214-3 |
Schlagwörter | Hochschulschrift; Dissertation; Academic Achievement; Grade 5; Learning Processes; Reading Achievement; Mathematics Achievement; Science Achievement; Correlation; Comparative Analysis; Student Attitudes; Discipline Problems |
Abstract | In recent years, there has been a resurgence of interest in single gender education. Emerging science has proven that boys and girls learn differently. This study compared fifth grade single-gender classes to fifth grade traditional, coeducational classes in the same urban middle school. The following were compared: students' academic achievement; office referrals received; and, students' attitudinal differences regarding reading, math, and science. When compared as a group, placement did not affect the students' academic achievement. Students in the single-gender classes had significantly more office referrals than students in the traditional, coeducational classrooms. A statistically significant relationship was shown between the groups on two math statements: studying math in high school would be a good idea and it is easy to understand math. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |