'We decided to give it a twirl': single-sex teaching in English comprehensive schools

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Gender
Behaviour

Implications

In completing this digest, the authors began to ask the following questions about implications for practitioners:

are there identifiable gender related teaching and learning issues in your school which might be tackled by introducing single-sex teaching?
would it be helpful to create opportunities for teachers in your school to monitor and discuss together teaching and learning strategies which seem to work most effectively for boys and girls?
if your school or department were to adopt single-sex teaching, what is the best way for teachers (and support staff) to plan together and to consult students?
within mixed gender classes or groups would it be possible and helpful for teachers in your school to use differentiated teaching and learning strategies for boys and girls?

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Gender > We decided to give it a twirl: single-sex teaching in English comprehensive schoolsMonApr50921282004 > Implications
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction Why do schools introduce single sex classes? What impact did single-sex teaching have on pupils' attitudes and behaviour? How did single sex teaching affect pupils' achievement? What did teachers and pupils think about single sex teaching? When did single sex teaching work best? Did teachers adopt different teaching and learning strategies for boys and girls? How did the researchers collect their data? Implications Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader 'We decided to give it a twirl': single-sex teaching in English comprehensive schools This digest found in Gender Behaviour Send to a friend Word doc 50KB Printer friendly Collate for later Implications In completing this digest, the authors began to ask the following questions about implications for practitioners: are there identifiable gender related teaching and learning issues in your school which might be tackled by introducing single-sex teaching? would it be helpful to create opportunities for teachers in your school to monitor and discuss together teaching and learning strategies which seem to work most effectively for boys and girls? if your school or department were to adopt single-sex teaching, what is the best way for teachers (and support staff) to plan together and to consult students? within mixed gender classes or groups would it be possible and helpful for teachers in your school to use differentiated teaching and learning strategies for boys and girls?