Literaturnachweis - Detailanzeige
Autor/in | Hart, Laura C. |
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Titel | When "Separate" May Be Better: Exploring Single-Sex Learning as a Remedy for Social Anxieties in Female Middle School Students |
Quelle | In: Middle School Journal, 47 (2016) 2, S.32-40 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0094-0771 |
DOI | 10.1080/00940771.2016.1124660 |
Schlagwörter | Single Sex Classes; Middle School Students; Females; Anxiety; Early Adolescents; Barriers; Gender Issues; Grade 6; Coeducation; Student Attitudes; Qualitative Research; Program Development; Observation; Interviews; Teacher Attitudes; Educational Environment; Achievement Gains; Learner Engagement; North Carolina Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Weibliches Geschlecht; Angst; Geschlechterfrage; School year 06; 6. Schuljahr; Schuljahr 06; Koedukation; Schülerverhalten; Qualitative Forschung; Programmplanung; Beobachtung; Interviewing; Interviewtechnik; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Achievement gain; Leistungssteigerung |
Abstract | Research on the overall effectiveness of single-sex education remains inconclusive; however, some research does indicate that benefits other than academic achievement may be possible with a single-sex format. Advocates argue that when single-sex environments are structured by not only separating boys and girls but also by leveraging gender-specific learning strategies, positive outcomes are more likely. This may be of particular significance for middle-school girls, who often struggle with social anxieties related to adolescence that create barriers in transitioning to and navigating the middle school environment. As issues for middle-school girls are often unique to their gender, single-sex education emerges as a possible remedy to these problems. This study used qualitative data collected over a three-year period at a single-school site. Participant responses consistently showed that 6th grade girls placed in a single-sex classroom found the setting to be more supportive than a traditional mixed-sex classroom. Emerging themes included perceived improvement of academic performance and increased focus and engagement. Overall results indicated that for middle school females, participation in single-sex programs can help in easing social anxieties girls may experience while in middle school. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |