This paper derives from a two-year ethnographic study conducted in single-gendered classes in two Tasmanian government coeducational schools in socio-economically disadvantaged areas. These schools specifically adopted proactive strategies to address the educational disengagement of boys whose social behaviour affected their own education and that…

Tested whether male classroom behavior would improve or deteriorate in ninth grade sections made coeducational in contrast to sections which remained all-male. Dependent measures were number of detentions and course grades for conduct, effort, and academic achievement. (Author/DB)