Single Sex School
Institution of Learning
It is an investigation into single sex schools and their effect on discipline, academic performance, and attendance frequency for first and second grade public school students. Single sex schools refer to class attendance with students of one sex. The participants of this research will include first and second grade school students and their respective teachers. An exploratory research design will be used where questionnaires will be administered.
Single Sex School
Introduction to the Problem
The issue is crucial while there is not enough research available to justify implementation of single sex schools. According to the newly implemented mandate regulation No Child Left Behind, innovative instructional strategies must be research based. It is significant to conduct a deep research of the problem as the impact of single sex education in public schools is unknown. Reported Outcomes of Single Sex Education
In a number of several recent studies, the comparisons between single sex education and coeducation system have received a lot of attention. Students have been evidenced to have higher achievements and higher educational aspirations in single sex schools as compared to their counterparts in coeducation systems. Interestingly, some of these researches indicate that girls faired well in single sex systems as opposed to boys who were found to be doing better in coeducation systems. In addition to this, most of them indicate that girls performed best in overall aspects as compared to boys in single sex schools (Lee & Lockheed, 2000). In the British journal on educational psychology, it is reported that girls in a single sex school are considerably enhanced to engage well in the subject of physics. In this research, the researchers assigned a number of eighth graders to either a single gender class of physics or to a coeducation class of physics for a sole school year. Towards the end of that year, the girls who were assigned randomly to an all girl class were found to be more engaged in physics. This statement clearly indicates that the girls in this case performed better than their counterparts (Hannover, 2008). Teachers in single sex classes can create opportunities that never exist in coeducation classes. They have the luxury to employ strategies that do not work excellent in coeducation systems in singe sex classes. With the appropriate training and professional development of teachers, extraordinary things happen in the single sex educational institutions. In the United States, some schools have reported tremendous improvement in test scores and grades of students after the adoption of a single sex streams. They did better than simply separating boys and girls. In most of these of schools, teachers had passed training in gender practical classrooms strategies and best practices on gender specific practices (NASSPE, n.d). In Cambridge University, the research study done showed that separation of children in some subjects helps boys to concentrate and thus improve their grades. It also showed that girls consistently scored in examinations higher than boys. The researchers indicated that most of the girls and boys felt at ease in classes of this nature, and they felt abler while learning, showed interest with no inhibition, and more likely tended to achieve higher results. However, there were problems experienced in single sex schools as highlighted. One of the problems lies in the fact that some boys developed cohorts, which alienated them from the rest of the class. Nevertheless, in overall, the academics conclude that there is evidence in favor of development of single sex classes in some of the subjects or the whole school. David Milliband who was a minister responsible for education has backed the idea of single sex schools. In the same department, the ministry...
References: ACER. (2005). A comparison of single sex and co educational education systems. Retrieved from Ausralian Coucil for Education Research http://web.archive.org/web/20040220135156/http://www.acer.edu.au/news/MR_pages/MR_singlesexschools+20.04.00.html
Bednall, J. (1995). Teaching boys to become "gender bi-lingual" : A challenge to single sex schools. Hunting Valley, OH: University School Press.
Bird, M. (1985). Equal opportunities in the curriculum in single sex schools. London: Research and Statistics, InnerEducation Authority.
Bracey, G. W. (2007). The success of single sex eduction is still unproven: the education digest. New York, NY: Proquest database.
Cooper, K. (2006). “Scholars debate effective of single sex classes”. Diverse Issues in Igher Education , 14- 16.
Dean, C. (1998). Inspector says girls school are best. New York, NY: Times Education Supplement.
Ferri, J. (1997). Do Single Sex Schools Matter? : Further Evidence on The Effect of School Quality. Valencia : Universidad de Valencia.
Fraser, S. (1972). Sex, schools, & society; international perspectives. New York, NY: Nashville, Peabody International Center, George Peabody College for Teachers.
Lee, V. E., & Lockheed, M. E. (2000). “The effect of single sex schooling on achievement and attitudes in nigeria.” Chicaago journals , 2-4.
Riordan, C. (1990). GIrls and boys in school together: Together or separate? New York, NY: Teachers College Press.
Sadker, M., & Sadker D. (1994). Failing at fairness. New York, NY: Touchstone, Simon and Schuster.
Salomone, R. C. (2006). Single sex programs: resolving: resolving the research conundurum . New York, NY: Teachers College Record.
Salomone, R. (2003). Same, different, equal: rethinking single sex schooling. New Haven, CT: Yale University.
Shmurak, C. (1998). Voices of hope : adolescent girls at single sex. New York, NY: P. Lang.
Singh, K., Vaught, C., & Mitchel, E. (July, 2007). “Single sex classes and acdemic achievement in two inner schools.” Journal of Negro Education , 67.
Steedman, J. ( 1983). Examination results in mixed and single sex schools : findings from the National Child Development Study. Manchester: Equal Opportunities Commission.
Tyack, D., & Hansot E. (1992). Learning Together: A History of Coeducation in American Schools.New York, NY: Russel Sage Foundation Publications.
Please join StudyMode to read the full document