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 Robert; 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.579-620 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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