Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex classrooms

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Gender
Pupil grouping and organisation of classes
Science

What did the researchers set out to do?

This study deals specifically with the gender-inclusivity section of the Western Australian Single-Sex Education Pilot Project, which was initiated in 1992 with the dual aim of increasing:

girls' participation in, and outcomes for, mathematics and physical science; and
teachers' understanding of gender issues in teaching and learning, and gender-inclusive activities.

The project instituted single-sex teaching in mixed secondary schools in order to achieve this.

Findings from the Australian project were used to try and answer the underlying question of whether boys and girls learn science most effectively in mixed or single-sex settings. Although this topic has been the subject of many studies, overall, findings are still unclear. The authors singled out several specific studies which suggested that, while single-sex classes in co-educational settings may empower women:

it was a useful strategy only as part of an overall systematic approach within a school;
the prolonged use of single-sex settings could lead to a 'deficit approach' (in which girls were considered in some way deficient compared with boys);
teachers who were familiar with mixed-sex classrooms needed to change their teaching style to avoid this deficit approach;
careful and systematic monitoring and reporting of both processes and outcomes was important; and
strategies which attempted to address shortcomings in girls' education but left boys' education untouched were unlikely to have lasting value.

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Pupil grouping and organisation of classes > Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex clWedNov51625322003 > What did the researchers set out to do?
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What is gender-inclusivity in science teaching? What did the researchers set out to do? How was the research designed? General findings of the study Gender-inclusiveness and girls Gender-inclusiveness and boys Single-sex v mixed-sex environments Conclusions drawn from the research Implications for practitioners 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 Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex classrooms This digest found in Gender Pupil grouping and organisation of classes Science Send to a friend Word doc 60KB Printer friendly Collate for later What did the researchers set out to do? This study deals specifically with the gender-inclusivity section of the Western Australian Single-Sex Education Pilot Project, which was initiated in 1992 with the dual aim of increasing: girls' participation in, and outcomes for, mathematics and physical science; and teachers' understanding of gender issues in teaching and learning, and gender-inclusive activities. The project instituted single-sex teaching in mixed secondary schools in order to achieve this. Findings from the Australian project were used to try and answer the underlying question of whether boys and girls learn science most effectively in mixed or single-sex settings. Although this topic has been the subject of many studies, overall, findings are still unclear. The authors singled out several specific studies which suggested that, while single-sex classes in co-educational settings may empower women: it was a useful strategy only as part of an overall systematic approach within a school; the prolonged use of single-sex settings could lead to a 'deficit approach' (in which girls were considered in some way deficient compared with boys); teachers who were familiar with mixed-sex classrooms needed to change their teaching style to avoid this deficit approach; careful and systematic monitoring and reporting of both processes and outcomes was important; and strategies which attempted to address shortcomings in girls' education but left boys' education untouched were unlikely to have lasting value.