Single-sex classes in co-educational schools

Wills, Robin, Kilpatrick, Sue and Hutton, Biddy 2006, Single-sex classes in co-educational schools, British journal of sociology of education, vol. 27, no. 3, pp. 277-291, doi: 10.1080/01425690600750452.

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Title Single-sex classes in co-educational schools
Author(s) Wills, Robin
Kilpatrick, Sue
Hutton, Biddy
Journal name British journal of sociology of education
Volume number 27
Issue number 3
Start page 277
End page 291
Publisher Carfax Pub. Co.
Place of publication Oxford, England
Publication date 2006-07
ISSN 0142-5692
Summary This research investigated social and academic outcomes from single-sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff identified increased confidence and higher self-esteem among girls, whereas boys developed increased motivation and more commitment to schoolwork. Teachers and parents noted that boys' accountability and self-discipline improved. Teachers adopted different strategies from those used with mixed-gender classes and gained higher levels of satisfaction from teaching, attributable to increased children's time 'on task'. Paradoxically, standardised school testing indicated no increase in academic achievements. However, there may be an extended lag between establishing changed social relationships and measurable academic outcomes, suggesting that if the new class structure is to achieve its full potential, it should be established early in primary school and continue to adolescence.
Language eng
DOI 10.1080/01425690600750452
Field of Research 130199 Education systems not elsewhere classified
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2006, Taylor & Francis
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Document type: Journal Article
Collection: Vice-Chancellor and Presidents Office
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