The purpose of this study was to determine if there was a difference in the academic achievement in reading among students enrolled in single-gender and coeducational classes, as well as the impact of teachers' perceptions on the outcome of academic achievement. The study used a mixed-method approach to address this purpose. This study reported…

This study examines teacher interactions with boys and girls in single-gender technology classes. We analyzed transcripts of videotapes of instruction, interviews with the teachers and students, student questionnaires, and final robot programs. Girls and boys differed in a number of ways, and teachers explained their differing interactions with…

This study examines teacher-student interactions and selected student gender differences with volunteer boys and recruited girls in a technology class. The participants were teachers and triads of girls and boys in single-gender sections of a technology course where the students built, designed features for, and programmed Lego robots. We analyzed…

Gender segregation in the classroom is advocated as academically beneficial, particularly for girls. However, the social impact for children has received little attention. The present study compared children's peer relations following the transition from mixed-sex fourth-grade classrooms to same-sex fifth-grade classrooms, and beyond into same-sex…