Elementary Student Perspectives on Single-Gender Classes

Autor/inn/en	Tichenor, Mercedes; Tichenor, John; Piechura, Kathy; Heins, Elizabeth; MacIssac, Doug
Titel	Elementary Student Perspectives on Single-Gender Classes
Quelle	In: Journal of Curriculum and Teaching, 4 (2015) 2, S.80-85 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Elementary School Students; Single Sex Classes; Student Attitudes; Attitude Measures; Self Esteem; Student Motivation; Self Efficacy; Grades (Scholastic); Grade 1; Grade 2; Grade 3; Grade 4; Student Surveys; Age Differences; Gender Differences; Program Effectiveness; Psychological Patterns; Statistical Analysis; Statistical Significance; South Carolina + Suchen Sie Ihr Suchwort? Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Notenspiegel; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Schülerbefragung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Statistische Analyse
Abstract	Interest in single-gender education has grown significantly since the U.S. Department of Education published regulations for the practice in 2006. Although research provides mixed results on the academic effectiveness of single-gender programs, many districts around the country are providing single-gender classes as a parent choice option under the NCLB Act. The option for single-gender classes in public education highlights the importance of examining student perspectives toward this configuration. This study examines the views of 131 elementary school students regarding single-gender education in an elementary school that has offered single-gender classes for 10 years. Overall, the results suggest that students have positive attitudes toward their single-gender classrooms. Most students believe that the single-gender classroom format positively impacted them in many important school dimensions such as self-confidence, motivation, self-esteem, independence, self-efficacy, attitude, and grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01