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

How was the research designed?

The Western Australian Single-Sex Education Pilot Project took place in 1993-4 at ten Government co-educational high schools. Each school was asked to create some single-sex classes in general science and/or mathematics in one or more of Years 8 - 12 to replace established mixed-sex classes.

Six schools were sampled for the full two years, two for 1993, and two for 1994;
the participating schools were diverse in terms of size, location, and socio-economic background.

Participating teachers:

were generally experienced science or maths teachers who continued to teach their co-educational classes while taking part in this single-sex initiative;
received 9 days centrally organised INSET on gender-inclusive science/mathematics teaching strategies and 18 teaching-free days for in-school planning and recording over the two years;
were provided with support focused on gender-inclusive teaching. This included the use of real-life contexts for teaching; the use of open-ended, problem-solving tasks; students' personal involvement with science; and students' self-awareness.

Data sources:

teacher perception data were collected from 26 teachers during the 9 INSET days;
student data came from the responses of 409 students (173 boys and 236 girls) to a questionnaire administered towards the end of the project. This collected quantitative data about both their single-sex and mixed-sex science classrooms plus qualitative data from unstructured responses;
qualitative observer data were collected from visits to two schools (classroom observations, interviews with students, parents and staff).

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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 find out more about 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 How was the research designed? The Western Australian Single-Sex Education Pilot Project took place in 1993-4 at ten Government co-educational high schools. Each school was asked to create some single-sex classes in general science and/or mathematics in one or more of Years 8 - 12 to replace established mixed-sex classes. Six schools were sampled for the full two years, two for 1993, and two for 1994; the participating schools were diverse in terms of size, location, and socio-economic background. Participating teachers: were generally experienced science or maths teachers who continued to teach their co-educational classes while taking part in this single-sex initiative; received 9 days centrally organised INSET on gender-inclusive science/mathematics teaching strategies and 18 teaching-free days for in-school planning and recording over the two years; were provided with support focused on gender-inclusive teaching. This included the use of real-life contexts for teaching; the use of open-ended, problem-solving tasks; students' personal involvement with science; and students' self-awareness. Data sources: teacher perception data were collected from 26 teachers during the 9 INSET days; student data came from the responses of 409 students (173 boys and 236 girls) to a questionnaire administered towards the end of the project. This collected quantitative data about both their single-sex and mixed-sex science classrooms plus qualitative data from unstructured responses; qualitative observer data were collected from visits to two schools (classroom observations, interviews with students, parents and staff).