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Kari Roberts; Roxanne Hughes – Journal of STEM Outreach, 2019
Informal STEM education programs have become venues wherein girls can improve their sense of belonging and potential success (STEM identity) through interactions with role models and seeing how STEM fields are relevant to them. Despite decades of advocacy for single-sex programs' role in improving girls' STEM identity, few studies have found…
Descriptors: STEM Education, Females, Womens Education, Self Concept
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Guadalupe, Tasha; Curtner-Smith, Matthew D. – Sport, Education and Society, 2020
A growing body of research has suggested that teachers who give their students the opportunity to voice their opinions by purposefully negotiating the curriculum can improve engagement and realize a number of important affective goals. In this paper, we describe the study of one teacher, Jennifer, as she attempted to purposefully negotiate the…
Descriptors: Coeducation, Middle School Teachers, Middle School Students, Curriculum Development
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Dhindsa, Harkirat S.; Salleh, Siti-Zahrani Binti Haji Md – International Journal of Science and Mathematics Education, 2018
Students who study science in single-sex and coeducational schools have attracted lots of attention from the education community. However, changes to students' attitudes toward science as they progress to higher grades in these schools are not clearly understood. The aim of this study was to compare the changes in attitudes toward science among…
Descriptors: Coeducation, Single Sex Schools, Affective Behavior, Student Attitudes
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Lentillon-Kaestner, Vanessa; Roure, Cédric – Physical Education and Sport Pedagogy, 2019
Background: A student's choice to engage in a learning task is highly related to the student's environmental stimuli and his or her perception of interest. From this perspective, the construct of situational interest (SI) has been used to interpret students' motivation in task engagement. SI is assumed to be transitory, environmentally activated,…
Descriptors: Physical Education, Coeducation, Single Sex Classes, Student Participation
Lee, Kester; Anderson, Judy – Mathematics Education Research Group of Australasia, 2015
Exploring why more boys than girls continue to study higher levels of mathematics in senior school when there appear to be no gender differences in achievement in earlier years is worthy of investigation. There are potentially many reasons why this occurs including career aspirations, interest, and attitudes. One factor explored in this study was…
Descriptors: Secondary Education, Gender Differences, Mathematics Instruction, Student Attitudes
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Pritchard, Tony; McCollum, Starla; Sundal, Jacqueline; Colquit, Gavin – Physical Educator, 2014
Physical education teachers are faced with a decision when teaching physical activities in schools. What type of instructional model should be used, and should classes be coeducational or single gender? The current study had two purposes. The first purpose investigated the effectiveness of the sport education tactical model (SETM) during game play…
Descriptors: Physical Education, Teaching Models, Coeducation, Single Sex Classes
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Slingerland, Menno; Haerens, Leen; Cardon, Greet; Borghouts, Lars – European Physical Education Review, 2014
Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a…
Descriptors: Physical Education, Physical Activities, Adolescents, Coeducation
Pendleton, Myra – ProQuest LLC, 2015
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…
Descriptors: Reading Achievement, Single Sex Classes, Coeducation, Comparative Analysis
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Gibbons, Sandra L.; Ebbeck, Vicki – Journal of Experiential Education, 2011
It was of interest to determine if earlier research findings, where female students were particularly advantaged by the Team Building Through Physical Challenges (TBPC; Glover & Midura, 1992) program in a coeducational setting, would still be observed in gender-segregated physical education classes. A total of 260 female (n = 127) and male (n…
Descriptors: Physical Education, Intervention, Multivariate Analysis, Single Sex Classes
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Chouinard, Roch; Vezeau, Carole; Bouffard, Therese – Educational Studies, 2008
The aim of the present study was to further examine the impact over time of single-sex and coeducational school environments on girls' motivation in language arts and mathematics. Two cohorts comprising 340 girls (7th to 9th grade; 9th to 11th grade) from eight coeducational and two single-sex schools were followed during a period of three…
Descriptors: Single Sex Schools, Females, Achievement Need, Student Motivation