Navigating the muddy waters of the research into single sex class-rooms in co-educational middle years settings.
Citation
Export citationLeanne, C. & Hunter, L. (2012). Navigating the muddy waters of the research into single sex class-rooms in co-educational middle years settings. Australian Journal of Middle Schooling, 12(2), 16-27.
Permanent Research Commons link: https://hdl.handle.net/10289/8565
Abstract
Establishing single sex classes within co-educational sites is an option that schools are again exploring. To date Australia has experienced three waves of interest in establishing single sex classes, the first focused on equitable education opportunities for girls, the second centered on boys' literacy and engagement and this current wave focuses on perceived difference between the sexes in co-educational classrooms. With the intersection of middle schooling movement, focusing on learner centered classrooms and current educational agendas aimed at improving student performance and measurable learning outcomes, it is understandable that schools are exploring such student grouping options. However, after thirty years of international research into the efficacy of single sex classes in co-educational settings, the results still remain unclear. This paper navigates the 'muddy waters' of this body of research and suggests a framework to help guide school communities through the decision-making process associated with considering single sex classes.
Date
2012Type
Publisher
MYSA
Rights
This article has been published in the journal: Australian Journal of Middle Schooling. ©2012 Middle Years of Schooling Association Used with permission.
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