Author : Nickalous Andra Manning
Publisher :
Page : 148 pages
File Size : 46,2 MB
Release : 2010
Category :
ISBN :
Author : Amanda Datnow
Publisher : Routledge
Page : 348 pages
File Size : 23,66 MB
Release : 2013-10-23
Category : Education
ISBN : 1136703845
This book exposes the complexity of single-sex schooling, and sheds new light on how gender operates in policy and practice in education. The essays collected in this volume cover a wide range of institutions, including K-12 and higher education, public and private schools, and schools in the US and beyond. Detailing the educational experiences of both young men and women, this collection examines how schooling shapes-and is shaped by- the social construction of gender in history and in contemporary society.
Author : Calvin McGlown
Publisher :
Page : pages
File Size : 35,94 MB
Release : 2015
Category :
ISBN :
McGlown, Calvin. Ed. D. The University of Memphis. December 2015. A Study of Motives, Challenges, Professional Development, and Beneficial Outcomes of Single-Gender Classrooms in Coeducational Public Middle Schools. Major Professor: Larry McNeal, Ph. D The purpose of this study was to examine the leading motivations, primary challenges, types of professional development engaged in, and positive outcomes perceived by administrators who have either initiated or inherited the practice of single-gender classes within coeducational middle school settings. To address the four research questions presented within this study, the Statistical Package for the Social Sciences (SPSS) was used to conduct multiple analyses that addressed four groups of dependent variables (motives, challenges, professional development, and beneficial outcomes of single-gender education) on the independent variables initiators and inheritors of the single-gender education initiative. Although, no statistically significant differences were observed for the two subgroups of respondents (initiators and inheritors) with respect to answering any of the research questions, there were clearly differences in the perceptions of all respondents as to which reasons most motivated their adoption of single-gender education: which challenges they regarded as the most serious, which types of professional development they most frequently engaged in, and which outcomes they most agreed their programs had achieved. For respondents in the aggregate, addressing learning style, improving student achievement, and decreasing the problems of low achievers were the reasons they selected as most important for taking on single-gender education. The greatest challenges they indicated, were those connected to teacher professional development, with respect to single-gender education and teaching under achieving students. In terms of their own professional development, administrators most frequently read articles and made observational visits to classes in their own schools. Administrators rarely took university coursework related to instruction or made conference presentations. All respondents agreed that their implementation of single-gender education produced a range of positive outcomes, such as improvement in student achievement.
Author :
Publisher : Da Capo Press
Page : 223 pages
File Size : 36,78 MB
Release : 1995
Category : Education
ISBN : 9781569248218
A volume based on more than 1,300 studies challenges common assumptions that girls are treated equally in public schools and cites examples of discriminatory behavior in the classroom while noting the negative effects of such behaviors. Original. IP.
Author : Carl A. Grant
Publisher : Routledge
Page : 394 pages
File Size : 45,5 MB
Release : 2008
Category : Education
ISBN : 0805854495
This benchmark 6-volume set presents a comprehensive body of research on the history of multicultural education in the U.S. These volumes bring together archival documents spanning the last 30-40 years to analyze the development, implementation, and interpretation of multicultural education.
Author : John Hattie
Publisher : Routledge
Page : 513 pages
File Size : 13,62 MB
Release : 2013-01-17
Category : Education
ISBN : 1136962042
The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
Author : Jian-Hong Ye
Publisher : Frontiers Media SA
Page : 428 pages
File Size : 48,80 MB
Release : 2023-07-24
Category : Science
ISBN : 2832530354
Author : Dameion J. Crook
Publisher :
Page : pages
File Size : 38,53 MB
Release : 2016
Category :
ISBN :
This study compares two educational models to investigate whether differences exist in academic achievement among boys in single- gender model and those in a traditional co-gender model. Specifically, the study analyzed archival data from the State of Texas Assessment of Academic Readiness to ascertain the efficacy of single-sex education for middle school boys. A quantitative comparative research design was chosen to compare the student achievement outcomes between two educational models to determine if the single-gender model offers advantages over the traditional co-educational model. The study utilized numerical datasets archival data consisting of the STAAR reading and STAAR math scores of student samples at two different school models: one sample comprised of minority males attending a single-sex publicly-funded middle school and another sample comprised of minority males attending a traditional co- gender publicly-funded middle schools. The study results, affirm that students attending a single-sex school fared better academically than their peers educated in co-gender learning environments, are consistent with the research of Brown (2008), which evaluated the academic outcomes of a specific group of students after they were separated into single-sex classes, although in the same school, and compared their academic performance with their peers that remained in co- gender classes. The result: students in the single-sex classes excelled over their peers that remained in the co-gender classes, even to the extent that students who had been academically unsuccessful in the past became very successful in the single-sex environment and test stores showed drastic improvement. This research study is essential because it examines a relatively new academic model in public education. It is widely held that separating boys from girls into single-sex learning environments is the best way to meet the unique academic needs and improve the educational outcomes of both groups. A focus on the impact of publicly funded single- sex learning environments is especially important considering that the number of single- sex public schools is on the rise in the United States and that they are most often developed as a means to target and address the low academic performance of minority males.
Author : Teacher Education and Practice
Publisher : Rowman & Littlefield
Page : 208 pages
File Size : 31,59 MB
Release : 2014-04-01
Category : Education
ISBN : 1475819579
Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.
Author : Michael Gurian
Publisher : John Wiley & Sons
Page : 407 pages
File Size : 42,12 MB
Release : 2010-10-19
Category : Education
ISBN : 0470608250
A thoroughly revised edition of the classic resource for understanding gender differences in the classroom In this profoundly significant book, author Michael Gurian has revised and updated his groundbreaking book that clearly demonstrated how the distinction in hard-wiring and socialized gender differences affects how boys and girls learn. Gurian presents a proven method to educate our children based on brain science, neurological development, and chemical and hormonal disparities. The innovations presented in this book were applied in the classroom and proven successful, with dramatic improvements in test scores, during a two-year study that Gurian and his colleagues conducted in six Missouri school districts. Explores the inherent differences between the developmental neuroscience of boys and girls Reveals how the brain learns Explains when same sex classrooms are appropriate, and when they’re not This edition includes new information on a wealth of topics including how to design the ultimate classroom for kids in elementary, secondary, middle, and high school.
