Single-sex teaching in a co-educational comprehensive school in England: an evaluation based upon students' performance and classroom interactions
This digest found in
Gender
Implications
In completing this digest its authors began to ask the following questions about implications for practitioners:
- are there plans for different approaches to the teaching of boys' classes and girls' and using observation and achievement data to monitor and evaluate these through time?
- how do the benefits which this research attributes to single-sex teaching relate to your circumstances? Single-sex classes are not, of themselves, a guaranteed solution to the problem of the 'underachievement of boys', but may have a part to play in tackling this issue.
- what are the professional development implications in implementing single-sex classes and planning staff development on teaching and learning strategies?
- how do schools which offer single sex teaching take account of the potential for children to become socially disadvantaged by being taught in single sex groups? Are there compensating social opportunities made available?
