'We decided to give it a twirl': single-sex teaching in English comprehensive schools
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GenderBehaviour
When did single sex teaching work best?
The researchers concluded that single sex teaching was most effective when:
- students were consulted;
- staff were fully committed and given adequate preparation;
- there was a willingness to evaluate and diffuse good practice; and
- care was taken to monitor the strategies and to challenge any practices and behaviour that reinforce stereotypical gendered roles.
There was variation in the amount of preparation given to students. In a small number of schools no advance notice was given to students; in other schools students were informed in advance but without explanation. One school said that the issue was not discussed with students because they were 'too young to express an opinion'. In ten schools, however, the reasons for teaching in single-sex groups was explained to pupils, and the possibility of improved achievement as an outcome was stressed. Where explanations were given, pupils were said to be enthusiastic and excited about the prospect.
Levels of preparation of staff for the introduction of single-sex teaching varied significantly. Some schools gave no preparation to staff and in a few schools some members of the department concerned were strongly against the initiative. In other schools there was departmental discussion and considerable trouble was taken to prepare staff - some set up work parties whilst others ran training days or arranged visits to other schools.
However, the authors emphasised that single sex classes were insufficient in themselves to have a marked effect upon achievement and that there were other factors that also influenced pupil performance including:
- the subject knowledge ability of the teacher;
- skills in classroom management by the teacher;
- pupil behaviour; and
- pupils' attitudes to different subjects.
