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

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Poles apart? : an exploration of single-sex educational environments in Australia and England. / Jackson, C.; Smith, Ian D.

In: Educational Studies, Vol. 26, No. 4, 12.2000, p. 409-422.

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Jackson, C. ; Smith, Ian D. / Poles apart? : an exploration of single-sex educational environments in Australia and England. In: Educational Studies. 2000 ; Vol. 26, No. 4. pp. 409-422.

Bibtex

@article{a849e214cf04402aacde5798563b71c8,
title = "Poles apart? : an exploration of single-sex educational environments in Australia and England.",
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.",
author = "C. Jackson and Smith, {Ian D.}",
year = "2000",
month = dec,
doi = "10.1080/03055690020003610",
language = "English",
volume = "26",
pages = "409--422",
journal = "Educational Studies",
issn = "0305-5698",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Poles apart? : an exploration of single-sex educational environments in Australia and England.

AU - Jackson, C.

AU - Smith, Ian D.

PY - 2000/12

Y1 - 2000/12

N2 - 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.

AB - 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.

U2 - 10.1080/03055690020003610

DO - 10.1080/03055690020003610

M3 - Journal article

VL - 26

SP - 409

EP - 422

JO - Educational Studies

JF - Educational Studies

SN - 0305-5698

IS - 4

ER -