Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
School Administrators And Teachers Perceptions Of Single Gender Classrooms In Coeducational Public Middle Schools Within South Carolina
Download School Administrators And Teachers Perceptions Of Single Gender Classrooms In Coeducational Public Middle Schools Within South Carolina full books in PDF, epub, and Kindle. Read online School Administrators And Teachers Perceptions Of Single Gender Classrooms In Coeducational Public Middle Schools Within South Carolina ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis School Administrators' and Teachers' Perceptions of Single-gender Classrooms in Coeducational Public Middle Schools Within South Carolina by : Shemmicca M. B. Moore
Download or read book School Administrators' and Teachers' Perceptions of Single-gender Classrooms in Coeducational Public Middle Schools Within South Carolina written by Shemmicca M. B. Moore and published by . This book was released on 2015 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Gendered Choice by : David W. Chadwell
Download or read book A Gendered Choice written by David W. Chadwell and published by Corwin Press. This book was released on 2010 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: From the Back Cover: A Comprehensive road map for single-gender initiatives! Over 400 public schools in the United States offer single-gender classes or programs, and the number of schools contemplating such initiatives is growing at a rapid pace. In this book, David W. Chadwell, the first state coordinator for single-gender programs, offers a step-by-step process with practical planning tools for implementing high-quality single-sex programs and schools. Organized into three parts-considering, designing, and implementing single-gender initiatives in local school sites and districts-this resource includes detailed, essential information on: restructuring to accommodate single-gender classes; communicating with parents and overcoming resistance; understanding relevant legal issues; facilitating instructional changes; creating a 1- to 3-year plan. Featuring numerous vignettes, current demographic data, and critical insights for professional development, A Gendered Choice provides everything educators need to know about creating single-gender schools or programs.
Book Synopsis A Study of Motives, Challenges, Professional Development, and Beneficial Outcomes of Single-Gender Classrooms in Coeducational Public Middle Schools by : Calvin McGlown
Download or read book A Study of Motives, Challenges, Professional Development, and Beneficial Outcomes of Single-Gender Classrooms in Coeducational Public Middle Schools written by Calvin McGlown and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: McGlown, Calvin. Ed. D. The University of Memphis. December 2015. A Study of Motives, Challenges, Professional Development, and Beneficial Outcomes of Single-Gender Classrooms in Coeducational Public Middle Schools. Major Professor: Larry McNeal, Ph. D The purpose of this study was to examine the leading motivations, primary challenges, types of professional development engaged in, and positive outcomes perceived by administrators who have either initiated or inherited the practice of single-gender classes within coeducational middle school settings. To address the four research questions presented within this study, the Statistical Package for the Social Sciences (SPSS) was used to conduct multiple analyses that addressed four groups of dependent variables (motives, challenges, professional development, and beneficial outcomes of single-gender education) on the independent variables initiators and inheritors of the single-gender education initiative. Although, no statistically significant differences were observed for the two subgroups of respondents (initiators and inheritors) with respect to answering any of the research questions, there were clearly differences in the perceptions of all respondents as to which reasons most motivated their adoption of single-gender education: which challenges they regarded as the most serious, which types of professional development they most frequently engaged in, and which outcomes they most agreed their programs had achieved. For respondents in the aggregate, addressing learning style, improving student achievement, and decreasing the problems of low achievers were the reasons they selected as most important for taking on single-gender education. The greatest challenges they indicated, were those connected to teacher professional development, with respect to single-gender education and teaching under achieving students. In terms of their own professional development, administrators most frequently read articles and made observational visits to classes in their own schools. Administrators rarely took university coursework related to instruction or made conference presentations. All respondents agreed that their implementation of single-gender education produced a range of positive outcomes, such as improvement in student achievement.
Book Synopsis Gender in Policy and Practice by : Amanda Datnow
Download or read book Gender in Policy and Practice written by Amanda Datnow and published by Routledge. This book was released on 2013-10-23 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book exposes the complexity of single-sex schooling, and sheds new light on how gender operates in policy and practice in education. The essays collected in this volume cover a wide range of institutions, including K-12 and higher education, public and private schools, and schools in the US and beyond. Detailing the educational experiences of both young men and women, this collection examines how schooling shapes-and is shaped by- the social construction of gender in history and in contemporary society.
Book Synopsis South Carolina Surveys on Single-gender Education by :
Download or read book South Carolina Surveys on Single-gender Education written by and published by . This book was released on 2008 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the survey was to be a tool for schools to learn more about student, parent, and teacher perception of their single-gender program as well as the overall perception of single-gender education in the state. It was designed with the intent of helping schools and the state learn what was working and what needed attention in terms of student, parent, and teacher perception and the impact that the program was having on its students.
Book Synopsis Early Implementation of Public Single-Sex Schools by : Cornelius Riordan
Download or read book Early Implementation of Public Single-Sex Schools written by Cornelius Riordan and published by . This book was released on 2008 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although for most of the nation's history, coeducation has been the norm in public elementary and secondary school, recent years have marked an increasing interest in public single-sex education. The No Child Left Behind Act of 2001 (NCLB) authorized school districts to use local or innovative program funds to offer single-sex schools and classrooms consistent with applicable laws and the U.S. Department of Education has published amendments to the Title IX regulations to provide additional flexibility to implement single-sex programs. In anticipation of an increase in the number of public single-sex schools, the U.S. Department of Education contracted with RMC Research Corporation to conduct a descriptive study of existing single-sex public schools to consider: (1) What is currently known about the effects of single-sex schooling on student achievement and other outcomes; (2) What is known about the causes of those outcomes; (3) Characteristics of public single-sex schooling, including contextual, instructional, and behavioral practices unique to single-sex schools; (4) Perceived benefits or disadvantages associated with single-sex schooling; and (5) Appropriate studies, including research questions and methodology, that will advance the knowledge base in this field. The study includes a review of the literature available in 2004, a survey of public single-sex schools, and a preliminary exploratory observational study of a subsample of currently operating public single-sex schools. Reported findings include: (1) Mixed results, with some suggestions supporting the premise that single-sex schooling can be helpful; (2) Little evidence of substantive modifications to curricula to address the specific needs of either boys or girls; (3) Greater positive academic and behavioral interactions between teachers and students in the single-sex elementary and middle schools than in the comparison coed schools.; (4) Both principals and teachers believed that the main benefits of single-sex schooling are decreasing distractions to learning, and improving student achievement; (5) Teachers cited greater benefits of single-sex schooling for girls than for boys in 5 of 10 benefit categories; (6) In separate focus groups, both parents and students cited essentially the same benefits as the teachers and implied that they chose the single-sex school for these reasons; (7) Teachers in single-sex high schools rated problems with student behavior as less serious than teachers in coed schools, although the opposite was true in middle schools; there were no statistically significant differences between single-sex and coed school teachers' ratings of problems at the elementary school level; (8) Compared to students in the coeducational schools, students in elementary and middle single sex schools exhibited a greater sense of community, interacted more positively with one another, showed greater respect for their teachers, were less likely to initiate class disruptions, and demonstrated more positive student role modeling than students in the coed comparison schools (site visits did not include a coeducational comparison high school); and (9) The research team suggests that future research use prior empirical work (both qualitative and quantitative) to identify variables that should be measured and potentially used as statistical controls, and recommends that a longitudinal study will yield data to evaluate both the effects of any randomization failure and the relative effects of attending a single-sex school. Three appendices include: ((1) Supplementary Exhibits; (2) Site Visit Reports; and (3) Data Collection Instruments. (Contains 16 footnotes and 41 exhibits.
Book Synopsis Teachers' Perceptions of Single-gender Education and Its Implementation in a Public Middle School by : Jolanda Shelby Williams Harris
Download or read book Teachers' Perceptions of Single-gender Education and Its Implementation in a Public Middle School written by Jolanda Shelby Williams Harris and published by . This book was released on 2009 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions of Single-gender Public Middle Schools by : Josephine Louis Foley
Download or read book Teacher Perceptions of Single-gender Public Middle Schools written by Josephine Louis Foley and published by . This book was released on 2014 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis GENDER-BASED EDUCATION: THE PILOT YEAR OF SINGLE-GENDER CLASSES AT A PUBLIC ELEMENTARY SCHOOL. by :
Download or read book GENDER-BASED EDUCATION: THE PILOT YEAR OF SINGLE-GENDER CLASSES AT A PUBLIC ELEMENTARY SCHOOL. written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act of 2001 requires public schools to be highly accountable for dollars spent on education and for the achievement of students. To support this mandate, the law expanded local control and allowed schools to explore innovative ways to enhance student learning (U.S.D.E., 2004). Given the opportunity, some public schools have experimented with single-gender classes as an avenue for improving the way students are taught. Studies have indicated that separating students according to gender has a positive impact on learning (e.g., Haag, 2000; Maslen, 2001; and Sommers, 2001). Single-gender settings have also been reported to have a positive affect on the attitudes of students (NASSPE, 2004b; Colley et al., 1994, James & Richards, 2003; and Rowe, 2000). Because single-gender classes were not an option in the public school sector in recent years, most current studies of single-gender education involve private and parochial schools. The purpose of this mixed methods study was to examine the initial impact of implementing gender-based instruction in a suburban public elementary school in central Mississippi. The impact was analyzed in terms of the overall perceptions of the administrator, teachers, students, and parents who participated in the pilot program. The impact was also measured by the students' performance in the areas of academic achievement, school attendance, and classroom behavior during the pilot year of fifth-grade, single-gender classes. The results of the study indicated the overall perceptions of the participants were favorable toward single-gender classes. The students maintained approximately the same level of academic achievement in fifth-grade, single-gender classes as in fourth-grade coeducational classes. They produced an average of 2.6 years (grade equivalent) growth in Accelerated Math during the year of single-gender classes. The average daily attendance was consistent with previous attendance patterns and exceeded the distr.
Book Synopsis South Carolina Surveys of Single-gender Programs by :
Download or read book South Carolina Surveys of Single-gender Programs written by and published by . This book was released on 2009 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: The South Carolina Department of Education, Single-Gender Initiatives posts surveys each year, starting in 2008, to gauge the reaction of stakeholders involved with single-gender education. The survey’s purpose is to be a tool for schools to learn more about student, parent, and teacher perception of their single-gender program as well as the overall perception of single-gender education in the state.
Book Synopsis Successful Single-Sex Classrooms by : Michael Gurian
Download or read book Successful Single-Sex Classrooms written by Michael Gurian and published by John Wiley & Sons. This book was released on 2010-12-08 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an essential resource for educators who are teaching or leading schools with single-gender classes, whether they're in public, private, or Catholic schools. It is a "soup-to-nuts" guide, covering everything from curriculum planning and classroom design to school policies and parent-teacher communication. Whether contemplating this new educational trend, or already working within one of the 12,000 single-gender schools, this practical guide shows educators how they can make the most of a unique educational opportunity. Positioned at the forefront of brain-based learning, Michael Gurian's work translates and distills the latest scientific research into key points which can be immediately integrated into an educator's existing practice. The research underlines the importance of single-sex learning, and supports the creation and implementation of new strategies for accommodating the brain differences of boys and girls - at both the school and classroom level.
Book Synopsis EBOOK: Rethinking Single Sex Teaching by : Gabrielle Ivinson
Download or read book EBOOK: Rethinking Single Sex Teaching written by Gabrielle Ivinson and published by McGraw-Hill Education (UK). This book was released on 2007-11-16 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: The retreat to single-sex classes in co-educational comprehensive schools in the UK reflects a long history where educational policy and practice has made explicit the belief that boys and girls are different in how they learn and what they should learn. However, there is also a common assumption that there is equality in what is made available to learn and, if there is not, then single-sex organisation achieves this. The authors challenge this opinion and offer a fresh and theoretically informed look at the debate about single-sex teaching, presenting insights from research about the intended and unintended consequences of gender division in schools. Drawing on classroom observations and in-depth interviews with teachers and students, the book illustrates the effect of single-sex classrooms on learners and on the versions of subject knowledge made available to them. In exploring the differences in teaching practices between boys’ and girls’ classrooms, in relation to subjects such as Science, English, Drama, and Design and Technology, the authors highlight how single-sex teaching can, inadvertently, create circumstances which limit rather than open up students’ access to subject knowledge. The authors offer conceptual tools for investigating the knowledge-gender dynamic, advocating that learning will expand if teachers work with gender to help students to cross boundaries into non-traditional gender territories within subject lessons. Rethinking Single-Sex Teaching is thought-provoking reading for teachers, head teachers, academics and policy makers.
Book Synopsis For Girls Only by : Janice Streitmatter
Download or read book For Girls Only written by Janice Streitmatter and published by SUNY Press. This book was released on 1999-01-28 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current research on the progress of female students in U.S. public schools suggests that efforts have not sufficiently addressed concerns such as academic under-achievement in the areas of math and science, lower self-esteem from the advent of early adolescence, and vulnerability to sexual harassment. Despite Title IX, some educators have turned to the creation of single-sex classes and programs for female students in order to better address these critical issues.
Book Synopsis An Examination of Single-gender and Coeducational Classes by : Jeanette H. Elam
Download or read book An Examination of Single-gender and Coeducational Classes written by Jeanette H. Elam and published by . This book was released on 2009 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions: Differences in the Principals' Leadership Skills in Higher and Lower Performing High Poverty South Carolina Middle Schools by :
Download or read book Teachers' Perceptions: Differences in the Principals' Leadership Skills in Higher and Lower Performing High Poverty South Carolina Middle Schools written by and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers' perceptions: Differences in the principals' leadership skills in higher and lower performing high poverty South Carolina middle schools.
Book Synopsis Debating Single-Sex Education by : Frances R. Spielhagen
Download or read book Debating Single-Sex Education written by Frances R. Spielhagen and published by R&L Education. This book was released on 2013-07-01 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Debating Single Sex Education: Separate and Equal, 2nd edition, provides a balanced summary of the context, concerns, and findings about single sex education in 21st Century United States. Few school reforms have engendered as much controversy as single sex public education. This book examines the history of single-sex classes and legislation that has over time evolved to render the reform legal, even though it continues to be subject to public scrutiny and litigation. The book also provides insights into the social, religious, and cultural contexts that set the stage for the growing popularity of single-sex education over the last decade. It explains controversial brain-based research and addresses the problem of bullying in single-sex classes. Finally, the book includes findings based on research in single-sex schools across the nation. Do single-sex classes work? This book provides information that will allow the reader to make an informed decision about that question. Debating Single Sex Education: Separate and Equal,2nd edition, strives to inform the debate and add to the discourse on this popular school reform.
Book Synopsis Early Implementation of Public Single-Sex Schools by : U.s. Department of Education
Download or read book Early Implementation of Public Single-Sex Schools written by U.s. Department of Education and published by CreateSpace. This book was released on 2014-01-23 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a copy of the government agency publication. For most of our nation's history, coeducation has been the norm in our public elementary and secondary schools. In recent years, however, interest in public single-sex education has increased substantially. The No Child Left Behind Act of 2001 authorized school districts to use local or innovative program funds to offer single-sex schools and classrooms consistent with applicable laws. Subsequently, the U.S. Department of Education published amendments to the Title IX regulations in October 2006 that would provide school districts additional flexibility to implement single-sex programs. In anticipation of an increase in the number of public single-sex schools, the U.S. Department of Education contracted with RMC Research Corporation to conduct a descriptive study of existing single-sex public schools that would address the following evaluation questions: 1. What is currently known about the effects of single-sex schooling on student achievement and other outcomes? 2. What is known about the causes of those outcomes? 3. What are the characteristics of public single-sex schooling? What are the contextual, instructional, and behavioral practices unique to single-sex schools? 4. What perceived benefits or disadvantages are associated with single-sex schooling? 5. What studies, including research questions and methodology, would be most appropriate to advance the knowledge base in this field? To address these questions the study includes a systematic review of the literature available in 2004, a survey of public single-sex schools, and a preliminary exploratory observational study of a subsample of currently operating public single-sex schools. The observational study was designed to yield three types of descriptive information about single sex schools: the schools' demographic characteristics, the professional characteristics of the teachers and principals, and the teachers' and principals' perceptions of the school characteristics. Both the survey and the observations were confined to those single-sex schools that were operational as of fall 2003. Although the study describes characteristics that are somewhat more prevalent in single-sex schools, the results are not causal evidence that single-sex schools improve the quality of academic and behavioral interactions between teachers and students. Instead, these descriptive findings are a potential source of hypotheses for further investigations that utilize experimental or quasi-experimental designs. Key findings that emerged from the study include: The results of the systematic review are mixed, though the findings suggest some support for the premise that single-sex schooling can be helpful. Among the concurrent academic accomplishment outcomes, 53 percent were null (favored neither single-sex nor coed schooling), 10 percent had mixed results across sex or grade levels, 35 percent favored single-sex schooling, and only 2 percent favored coed schooling. Among the concurrent socio-emotional outcomes, 39 percent were null, 6 percent were mixed, 45 percent favored single-sex schooling, and only 10 percent favored coed schooling.
