Navigating the muddy waters of the research into single sex classrooms in co-educational middle years settings
Crosswell, Leanne & lisahunter (2012) Navigating the muddy waters of the research into single sex classrooms in co-educational middle years settings. Australian Journal of Middle Schooling, 12(2), pp. 16-27.
Establishing single sex classes within co-educational sites is an option that Australian 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 (Alloway & Gilbert, 1997), the second centered on boys’ literacy and engagement (Gilbert & Gilbert, 1998) and this current wave focuses on perceived difference between the sexes in co-educational classrooms (Protheroe, 2009; Gurian, Stevens & Daniels, 2009). With the intersection of middle schooling movement, focusing on learner centered classrooms (Pendergast & Bahr, 2010) and current educational agendas aimed at improving student performance and measurable learning outcomes (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008), 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 seeks to navigate 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.
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|Item Type:||Journal Article|
|Keywords:||single sex classes, single sex grouping, middle years, co-education, schooling, sex, gender|
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2012 Middle Years of Schooling Association|
|Deposited On:||14 Dec 2012 04:37|
|Last Modified:||24 Mar 2016 02:26|
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