This article draws from a doctoral study of how female teachers design English curriculum around girls' popular culture in a contemporary coeducational secondary setting and focuses on how English teachers contemplate the study of texts in the space of school-based curriculum planning. The article presents an argument for reflexivity around how we…

Comparison of students in vocational education programs (n=31) versus postsecondary preparation programs (n=28) in three Australian high schools (all-boys, all-girls, co-ed) showed that low achievers in vocational education had greater increases in self-concept, regardless of school type. Co-ed students had greater increases in total self-concept.…

A 10-year study examined the relationship between type of school and student self-concept and academic achievement. The study was conducted at two coeducational high schools in Australia, one of which had been an all-girls' school and the other an all-boys' school. Subjects were approximately 1,300 students from grades 7 to 11 in the two schools.…

This research investigated social and academic outcomes from single-sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff…

Focuses on two research studies: (1) a 10-year-long investigation of two Australian secondary schools that became co-educational secondary schools over a two-year period; and (2) a two-year investigation of an English co-educational secondary school where single-sex mathematics classes were introduced for five-school terms and then mixed-sex…

Particularly in the 1960s and 1970s it was frequently argued that coeducational (Coed) high schools provided a more natural social environment to prepare adolescents for adulthood than did single sex (SS) schools. Based on the assumed accuracy of this belief, SS schools are becoming infrequent or even nonexistent in most western societies. This…

To investigate factors which influence achievement self-concepts, students in grades 7 to 10 at three schools were asked to estimate their performance following standardized tests in mathematics and English. Two of the schools were single-sex and one was co-ed. Analyses dealt primarily with the effects of gender, grade, school type, and school…

;This study examined the nature and prevalence of bullying/victimization by peers and teachers reported by 1,284 students (mean age = 15.2 years) drawn from a representative sample of 25 South Australian government and private schools. Students completed a self-report survey containing questions relating to teacher and peer-related bullying,…

In this paper, factors that influence academic achievement and self-concept of Year 12 students in their final year of schooling at a Catholic co-educational school in Adelaide, Australia were investigated. The study hypothesised there were differences in attitudes and academic performance due to prior schooling experiences, sex, home experiences,…