Du Bois poses a poignant question in 1935 based on the logic that Black children need to be in schools where they are valued and inspired whether that environment is a separate school or an "integrated" school. This question of the effects of different educational spaces still begs to be answered in the changing landscape of secondary…

In Grade 9, Upper Canada College (UCC) students participate in a week-long outdoor education program in Halton Region, west of Toronto. This week is the culmination of over 60 days of total outdoor education programming between Senior Kindergarten and Grade 9. Activities during the expedition include moving water canoeing, mountain biking, hiking,…

Presents two critical incidents about boys seated at the back of the classroom. Draws attention to how particular versions of masculinity influence how boys learn to relate and the possibilities for interrogating these kinds of masculinities in the English classroom. Explores what role already existing reading practices within English might play…

Evidence suggests that single-sex groups for science, whether in mixed schools or in single-sex schools, do not improve the attainment of girls in first-year science. Boys are shown to perform equally well upon knowledge-based tests; but upon mechanical reasoning and evaluation of data tests, boys perform significantly better than girls. (Author)

Considers the problems involved with the comparison of science performance of pupils attending single-sex and mixed schools, in which the former achieve higher test scores. Concludes that it is not sensible to attribute differences directly to separation of pupils in schools by sex. Suggests that factors such as preselection of students by ability…

Offers an analysis of the ways in which the structure and practice of writing centers may be uncomfortable, difficult, even anathema to many boys and young men. Describes ways the author's writing center at a boys' school has changed some of its practices in an attempt to address this issue. (SR)

Describes the moral environment of an inner-city Catholic high school serving African American boys, examining how everyday patterns of interaction and unusual events combine to shape the school's ethos. The analysis discloses how daily conduct inside classrooms funds the larger school environment, highlighting how the school's adults encourage a…

Results showed differences in subject preference between male and female students and between mixed and single-sex schools in England. Perceptions of subject importance also showed some sex differences, but on the whole males and females from both kinds of schools are in broad agreement as to the relative importance of subjects. (Author/RM)

Contends that the growth of secondary education for females in Germany brought conflict between the girls' school teachers and female teachers who were involved in the women's rights movement. Discusses the vocational educational goals of the earlier schools and the liberal arts-professional goals of the newer upper secondary schools. (CFR)

Describes the changing role of schools and schooling among Dutch middle and upper middle class adolescents in the late 19th and early 20th centuries. Discusses the evolution from home schooling in the early 1800s to boarding schools for a small portion of the school-age population to secondary girls' schools for most females between 1867 and 1900.…

In a longitudinal study, the relationships between student interests, school subjects studied, and preference for college science and technology courses were investigated in a group of 262 Australian male students attending independent single sex secondary schools. Interests, ability, and occupational preferences were all predictive in varying…

Reviews trends in second-language instruction in England during the late 1800s. Maintains that classical languages were considered "boy's subjects," whereas modern languages were taught to girls. Asserts that educational reform of both all education resulted in the redefinition of modern languages as curricular subjects. (CFR)

Reports on a study of school subject preference among 566 male and 567 female students in both single-sex and coeducational British secondary schools. Finds an effect of school type for younger students only. Also finds clear effects of gender with higher rankings given to mathematics and science by boys and to art by girls. (CFR)

Describes the impact of an independent school's switch to a coeducational institution from single sex boy's school. Discusses the process of redefining the school community and developing a set of core school values. Includes a set of recommended elements for successful coeducation programs. (CFR)

Presents a case study of a boys' school from the perspective of how the women teachers experienced this environment, and examines the changes in the school and the resulting micropolitical conflict over gender. Two ideal type groupings of women teachers emerged, with differing interpretations of their situation, what they believed a feminized…