Poles apart? : an exploration of single-sex educational environments in Australia and England.

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 0305-5698

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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:
Journal Article
Journal or Publication Title:
Educational Studies
Uncontrolled Keywords:
/dk/atira/pure/core/keywords/education
Subjects:
?? educationeducationl education (general) ??
ID Code:
24343
Deposited By:
Deposited On:
09 Mar 2009 11:02
Refereed?:
Yes
Published?:
Published
Last Modified:
15 Jul 2024 10:23