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

Implications for practitioners

In completing this digest the authors began to ask the following questions about implications for practitioners:

the study found that mixed-sex classrooms benefited from the presence and influence of girls to help manage boys’ behaviour. What are your views on using girls to help maintain order in the classroom? What other strategies have you or your colleagues found helpful to improve poor behaviour?
single sex classes for girls gave them greater experience of ‘hands-on’ activities and open-ended problem solving. If both boys and girls enjoy such activities, why do you think girls in the study might have previously experienced few of them? Would a poll of your students help to inform you which types of activities girls and boys participate in and enjoy the most?
the study found that the learning environment in most single-sex boys’ classrooms became more productive and constructive as the project progressed and boys’ ability to communicate improved. To what extent could you support boys’ oral and written communication skills in the early stages of projects through carefully structured, co-operative group work?

In completing this digest the authors began to ask the following questions about implications for school leaders:

the study promoted the value of gender-inclusive strategies in maths and science. To what extent has your school developed gender-inclusive strategies in maths, science, or other subjects? What have you found to be the benefits in terms of student learning? What have proved the best methods of sharing good practice within the school community?
gender-inclusive strategies in this study highlighted the fact that some teachers tended to expect less from boys in terms of communications skills, and less from girls in terms of ‘risk taking’. To what extent might this be true of some staff in your school? Could staff development offer a way of addressing this?

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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 Single-sex teaching in a co-educational comprehensive school in England: an evaluation based upon students' performance and classroom interactions Assessing children's perceptions of prosocial and antisocial peer behaviour 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 Implications for practitioners In completing this digest the authors began to ask the following questions about implications for practitioners: the study found that mixed-sex classrooms benefited from the presence and influence of girls to help manage boys’ behaviour. What are your views on using girls to help maintain order in the classroom? What other strategies have you or your colleagues found helpful to improve poor behaviour? single sex classes for girls gave them greater experience of ‘hands-on’ activities and open-ended problem solving. If both boys and girls enjoy such activities, why do you think girls in the study might have previously experienced few of them? Would a poll of your students help to inform you which types of activities girls and boys participate in and enjoy the most? the study found that the learning environment in most single-sex boys’ classrooms became more productive and constructive as the project progressed and boys’ ability to communicate improved. To what extent could you support boys’ oral and written communication skills in the early stages of projects through carefully structured, co-operative group work? In completing this digest the authors began to ask the following questions about implications for school leaders: the study promoted the value of gender-inclusive strategies in maths and science. To what extent has your school developed gender-inclusive strategies in maths, science, or other subjects? What have you found to be the benefits in terms of student learning? What have proved the best methods of sharing good practice within the school community? gender-inclusive strategies in this study highlighted the fact that some teachers tended to expect less from boys in terms of communications skills, and less from girls in terms of ‘risk taking’. To what extent might this be true of some staff in your school? Could staff development offer a way of addressing this?