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

Gender-inclusiveness and boys

There were more varied reactions to the learning environment in boys' classes. Teachers mentioned their enjoyment of 'non-teaching' interactions in boys' classes; while boys - particularly in single-sex classes - felt they received significantly more encouragement from and talked more about personal matters with teachers than girls did.

overall most boys were ambivalent about their single-sex classes;
in task-oriented activities, the single-sex boys' classes initially posed a challenge for most teachers;
boys were also concerned about this, mentioning in many cases the role of girls in helping to manage mixed-sex classes;
while in some schools, this problem prevailed throughout the project, in most, the boys' classrooms became increasingly productive and constructive learning environments as the project progressed;
the two major issues which teachers were able to address successfully in relation to the learning environment in boys' classes were harassment and communication skills;
boys from single-sex classes reported the most harassment of any group in the study;
some teachers attributed boys' bad behaviour to a general lack of maturity and adjusted their teaching strategies accordingly. Others saw their single-sex classes as providing 'a good opportunity to concentrate on boys' weaknesses' - particularly task-oriented written and oral communication skills - and successfully focused on co-operative group work.

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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 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 Gender-inclusiveness and boys There were more varied reactions to the learning environment in boys' classes. Teachers mentioned their enjoyment of 'non-teaching' interactions in boys' classes; while boys - particularly in single-sex classes - felt they received significantly more encouragement from and talked more about personal matters with teachers than girls did. overall most boys were ambivalent about their single-sex classes; in task-oriented activities, the single-sex boys' classes initially posed a challenge for most teachers; boys were also concerned about this, mentioning in many cases the role of girls in helping to manage mixed-sex classes; while in some schools, this problem prevailed throughout the project, in most, the boys' classrooms became increasingly productive and constructive learning environments as the project progressed; the two major issues which teachers were able to address successfully in relation to the learning environment in boys' classes were harassment and communication skills; boys from single-sex classes reported the most harassment of any group in the study; some teachers attributed boys' bad behaviour to a general lack of maturity and adjusted their teaching strategies accordingly. Others saw their single-sex classes as providing 'a good opportunity to concentrate on boys' weaknesses' - particularly task-oriented written and oral communication skills - and successfully focused on co-operative group work.