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)