Jackson, C. and Smith, Ian D. (2000) Poles apart? : an exploration of single-sex educational environments in Australia and England. Educational Studies, 26 (4). pp. 409-422. ISSN 1465-3400
Full text not available from this repository.Abstract
This paper contributes to debates on the benefits of single-sex and co-educational school environments by considering both single-sex versus co-educational schools and single-sex versus co-educational classes in co-educational schools. Two research studies provide the empirical basis for this discussion. One study was a 10-year-long investigation of two Australian secondary schools which had been single-sex schools and became co-educational secondary schools over a two-year period. The second study involved a two-year investigation in an English co-educational secondary school where single-sex mathematics classes were introduced for one cohort of pupils for five school terms, after which mixed-sex classes were reintroduced. Evidence relating to academic self-concept, pupil, parent and staff perceptions and academic achievement are discussed. Overall, the evidence suggests that co-educational environments create possible social/interaction disadvantages for girls, but that academic self-concept is not adversely affected by transferring from single-sex environments into mixed-sex ones.
| Item Type: | Article |
|---|---|
| Journal or Publication Title: | Educational Studies |
| Subjects: | L Education > L Education (General) |
| Departments: | Faculty of Arts & Social Sciences > Educational Research |
| ID Code: | 24343 |
| Deposited By: | ep_ss_importer |
| Deposited On: | 09 Mar 2009 11:02 |
| Refereed?: | Yes |
| Published?: | Published |
| Last Modified: | 30 Jul 2012 17:00 |
| Identification Number: | |
| URI: | http://eprints.lancs.ac.uk/id/eprint/24343 |
Actions (login required)
| View Item |
