A research study evaluating the impact of single-gender grouping for achievement testing.
Written in 2005; 9,559 words; 54 sources; APA; $ 195.95
Paper Summary:
This research focuses on one of the strategies that have been used for improving the learning of both boys and girls--that of testing single-gender groupings of students. The research focuses on a comprehensive middle school in South Carolina where this strategy had been implemented. Although single-gender groupings of students have been seen as one way in which the learning of boys and of girls might be enhanced along with other strategies, the long-term effectiveness of single-gender groupings as an appropriate intervention strategy has yet to be established.
Introduction
School Profile
Statement of the Problem
Literature Review
Major Nationwide Studies
Before and After Studies
Academic Studies
Gender Differences in General
National and Large-Scale Studies
Before and After Studies
Academic studies
Methodology
Program Rationale
From the Paper:
"During the last decade of the twentieth century many heads of schools, academic researchers, policy-makers and the media expressed much concern about an apparent 'gender gap' between girls' and boys' achievements in public schools. The gap varies in its nature at different key stages, and across subjects (Arnot et al., 1998). Research has been wide-ranging, focusing on a number of explanations and confirming the complex and multifaceted nature of the situation in schools."
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