The present action-research study explored the experience of a co-educational class in a context where it was a total educational novelty. Generating data from a number of sources before, during, and after the course, the study portrays how the participants experienced initial challenges followed by mutual adaptability toward the end of the…

Many researchers have confirmed that students with disabilities engage in significantly less physical activity than their nondisabled peers in physical education class. One of the elements that influences student participation in physical education class is attitude, and there is a gap in the literature with respect to investigating the attitudes…

Research on the overall effectiveness of single-sex education remains inconclusive; however, some research does indicate that benefits other than academic achievement may be possible with a single-sex format. Advocates argue that when single-sex environments are structured by not only separating boys and girls but also by leveraging…

This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students (n = 77 sixth graders, n = 4 teachers, n = 2 principals).…

This paper explores the participation of Muslim girls in Health, Physical Education (HPE) and Sports in Brisbane Muslim and non-Muslim schools. The debate of Muslim women's' participation in sports is strongly entwined with firmly held beliefs inherited through culture, religion, politics and tradition regarding the female body. Specifically, this…

The academic achievement gap between male and female students set in motion a flurry of initiatives to help address male underachievement. The amendments made to Title IX allowed single-gender education to become a viable option for addressing those gaps in achievement. After the adjustments made to Title IX, South Carolina led the nation in the…

In countries such as the UK, schools have a responsibility to prevent all forms of bullying, including those related to sexual orientation. However, relatively little is known about how schools go about this work successfully. This study aimed to identify how three secondary schools in south London, England, were addressing homophobia. Three…

The purpose of this study was to examine single-gender schools and/or classes as a method of improving student achievement and gaining greater satisfaction in school. The paper will further examine the effects of single-gender classes on student achievement, the academic gender gap, and the attitudes of students and teachers. It will also look at…

Since the 1960s the higher educational system in the United States has steadily lost its single-sex colleges; and as of 2008 only 51 women's and four men's institutions remain (National Center for Educational Statistics, 2008). Many of the previous single-sex schools have admitted members of the opposite sex, giving in to the national trend of…

The absence of male students is considered to be a key factor in the high levels of academic achievement, good behavior, self-confidence, and school loyalty evident in the current students and alumnae of Philadelphia High School for Girls. (IAH)

The coeducational college classroom with male and female teachers working cooperatively provides an appropriate setting for the discussion of sexually relevant issues. Myths and misunderstandings can then be confronted and discussed by everyone. (JN)

Teachers (N=246) and students (N=1186) in government secondary schools in Barbados rated coeducation as most advantageous in its ability to prepare students for future occupational and interpersonal roles but to impact negatively on students' school conduct. Male students had more positive views on coeducation than did females. (Author/MLW)

Identifies characteristics of good (Australian) senior secondary schools, defined as those providing postschool options for students. The most successful schools were the larger independent girls' schools with predominantly transformational leadership practices that promoted positive teacher perceptions of school organization and of students'…

A co-educational comprehensive school in North Yorkshire, concerned at the gap between boys' and girls' performance in French and German at GCSE, opted to teach Year 8 languages classes as single-sex groups. 2003-04 was to be a pilot year, at the end of which pupils' performance, motivation and attitude, as well as the experiences and views of…

Reports on a study of the social construction of gender differences in classroom interactions during the first five years of a former women's college's transition to coeducation. Finds that the classroom interaction patterns of male and female professors and students were altered considerably by the transition. (CFR)