Do You Want Single-Gender Science Classrooms in Your Middle Schools?

Autor/inn/en	Sampson, Pauline M.; Gresham, Gloria; Leigh, Melissa M.; McCormick-Myers, Denice
Titel	Do You Want Single-Gender Science Classrooms in Your Middle Schools?
Quelle	In: Teacher Education and Practice, 27 (2014) 1, S.190-202 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Middle Schools; Single Sex Classes; Science Education; Classroom Environment; Science Achievement; Discourse Analysis; Discussion (Teaching Technique); Self Concept; Achievement Gains; Comparative Analysis; Gender Issues; Gender Differences; Grade 8; Student Attitudes; Quasiexperimental Design; Questionnaires; Self Concept Measures; Achievement Rating; Likert Scales; Academic Achievement; Program Effectiveness; Mixed Methods Research; Texas; Academic Self Concept Scale + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Naturwissenschaftliche Bildung; Klassenklima; Unterrichtsklima; Diskursanalyse; Selbstkonzept; Achievement gain; Leistungssteigerung; Geschlechterfrage; Geschlechterkonflikt; School year 08; 8. Schuljahr; Schuljahr 08; Schülerverhalten; Fragebogen; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Likert-Skala; Schulleistung
Abstract	Controversy surrounds the issue of single-gender education, with advocates debating that the initiative decreases discrimination, improves educational experiences for males and females, and provides parents more choice. Opponents argue that single-gender education is a form of segregation and negates the gains that women have achieved in the area of equality. The purpose of this study was to determine the effects of male and female single-gender instruction on eighth-grade students in the areas of science achievement, classroom discourse, self-concept, and perception, when compared to a mixed-gender class. Findings revealed that single-gender classrooms support mixed-gender instruction for females; males preferred single-gender classrooms, achieved better, and grew in science self-concept. Achievement gains in science were higher in the male single-gender classroom. Discourse analysis indicated that females spoke less often in the single-gender classroom and students displayed more abstract utterances in the mixed-gender classroom. Self-concept was negatively affected by single-gender instruction for females but positively for males. Male and female perception was positive concerning single-gender instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10