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

Single-sex v mixed-sex environments

Teachers learned, through the project, that in mixed-sex classrooms, they were more likely to:

use the presence and influence of girls as a strategy for managing boys' behaviour;
gloss over boys' poor communication skills and do little to develop these through co-operative group work and other strategies;
avoid the fact that boys were not completing very much written work;
be unable to give girls the opportunity for risk-taking, and open-ended problem solving;
know, 'deep down' that, when they told a class to 'finish that for homework' it would be mainly the girls who did so.

Many of the Single Sex Education Pilot Project teachers indicated a commitment to addressing these problems of mixed-sex classrooms through the implementation of gender-inclusive strategies. There were strong differences in opinion, however, about the extent to which this was possible.

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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 Single-sex v mixed-sex environments Teachers learned, through the project, that in mixed-sex classrooms, they were more likely to: use the presence and influence of girls as a strategy for managing boys' behaviour; gloss over boys' poor communication skills and do little to develop these through co-operative group work and other strategies; avoid the fact that boys were not completing very much written work; be unable to give girls the opportunity for risk-taking, and open-ended problem solving; know, 'deep down' that, when they told a class to 'finish that for homework' it would be mainly the girls who did so. Many of the Single Sex Education Pilot Project teachers indicated a commitment to addressing these problems of mixed-sex classrooms through the implementation of gender-inclusive strategies. There were strong differences in opinion, however, about the extent to which this was possible.