Scott Allan, Carli Moochler, Brittany Muller, Megan Saunders
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Transcript of Scott Allan, Carli Moochler, Brittany Muller, Megan Saunders
Scott Allan, Carli Moochler, Brittany Muller, Megan Saunders
Personal experiences in single-sex classrooms/schools
Relevant issue for teachersThe national conversation centers on
single-sex education reinforcing gender stereotypes and on the achievement gap between boys and girls
Law changes in 2006 allowed single-sex education in public schools
March 2002 - 12 public schools offered single-gender classrooms
April 2010 - 540 public schools offered single-sex educational opportunities (most of them co-ed schools with single-sex classrooms, retaining some coed activities) singlesexschools.org
Locally, Rochester Academy; Urban Choice, etc
These are all generalizations about both sexes; there are also exceptions and individual preferences for learning
The research does contradict itself and appears highly contextual
Brain Development Males▪ Right side = Spatial function, Mental imagery▪ Left Side = Language, Verbal
Females – Not as clear a separation Different time scale/ sequence of brain
development between the sexes▪ Boys – spacial memory 4 yrs ahead of girls▪ Girls – language/fine motor skills typically 6
yrs ahead of boys
Hearing Newborn females have an 80% greater
brain response to the 1500 hz sound range than boys.
Differences become greater in adolescence
Vision M cells ▪ Wired to rods and cones, black and white▪ Essentially a motion detector
P Cells▪ Wired to cones▪ Texture, color, what is it
Male retina has mostly M cells Female retina has mostly P cells
Feelings The amygdala controls emotions at birth In Adolescent girls, that activity moves
to part of the cerebral cortex, allowing for ability to explain feelings
Boys brains don't do that
Girls More concerned with pleasing teacher Tend to view teacher as a partner More likely to do homework even if it is
not of interest to them Small group work is beneficial At greater risk in high school
Boys Tend to view the teacher as an opponent Will only ask for help as a last resort Small groups are bad, Energized by moderate levels of
competition, stress, time constrained tasks, and direct confrontation
At greater risk in kindergarten
Communication Boys work best with :▪ Shoulder to shoulder, don't smile, minimal
eye contact, louder voice
Girls work best with:▪ Face to face, smiling, direct eye contact,
softer voice
The following summarizes major findings on outcomes:
Example: At Woodward Avenue Elementary in DeLand, Florida, 85% of boys in single-gender classes passed reading in comparison to 55% in coeducational classes.
Although some studies have shown no differences, studies in England, Australia, and Jamaica have shown that students educated in single-sex schools and classrooms academically outperformed students in coed schools. Boys’ performance was boosted in English and foreign languages while girls’ performance improved in math and science.Students in single-sex schools and classrooms demonstrate better behavior, including fewer discipline referrals. Reliance on different brain areas for accurate language performance suggests that boys and girls are processing language information differently.Single-sex schools and classrooms promoted a wider breadth of educational opportunity Girls in all-girls’ schools are more likely to study subjects such as advanced math, computer science, and physics. Boys in all-boys’ schools are twice as likely to study foreign languages, art, music, and drama.
Source: “Single-Sex vs. Coed: The Evidence”; The National Foundation for Educational Research (2002); Australian Council for Educational Research (2000); British Office for Standards in Education
Examples of researchMcQuaid website:
http://www.mcquaid.org/page.cfm?p=625
www.education.com/facts/quickfacts-gender-differences/
Anecdotal evidence from interviews“The boys she studied who were
educated in single-sex classes felt that they could take more risks in class and in making friends” (Sadowski, p. 91).
DISCUSSION?
Or…from email?
Teachers are often unaware of the differences between sexes, that there is even a conversation taking place, and therefore do not incorporate different strategies or even consider them
Teacher perspectives in single-sex classrooms (through our communication with them)