Literaturnachweis - Detailanzeige
Autor/inn/en | Younger, Michael Robert; Warrington, Molly |
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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.579-620 (42 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
Schlagwörter | Gender Issues; Public Schools; Academic Achievement; Foreign Countries; North Americans; Females; Secondary Schools; Masculinity; Gender Differences; Achievement Gains; Educational Environment; Single Sex Classes; Coeducation; Asia; Australia; United Kingdom Geschlechterfrage; Public school; Öffentliche Schule; Schulleistung; Ausland; Weibliches Geschlecht; Sekundarschule; Männlichkeit; Geschlechterkonflikt; Achievement gain; Leistungssteigerung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Koedukation; Asien; Australien; 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. (Contains 4 tables, 1 figure and 16 notes.) (Author). |
Anmerkungen | American Educational Research Association. 1230 17th Street NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net/publications/?id=315 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |