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CASE STUDIES OF READING PERFORMANCE OF MALE STUDENTS AND THE SINGLE-SEX CLASSROOM
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| Title | CASE STUDIES OF READING PERFORMANCE OF MALE STUDENTS AND THE SINGLE-SEX CLASSROOM |
| Author | Basilo, Eric
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| Keywords | single-sex
single-gender
boys
reading
public school
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| Abstract | Data from standardized test scores shows boys are falling further behind in literacy each year. Thanks to countless hours of research, we can pinpoint some of the causes for this decline. The major challenge educators face is how to keep boys interested in reading while placed in classrooms not necessarily designed to meet their needs. One option being explored is the use of single-sex classrooms. For over 160 years in the United States, public school single-sex classrooms have existed. The thought is that by separating boys and girls for academic classes, certain distractions will be eliminated, the environment can be adapted to accommodate the needs of boys, and teachers can teach in a style more appropriate to the gender. This study investigated how successful single-sex classrooms are in promoting student achievement. By taking data from the National Association for Single-Sex Public Education (NASSPE), and standardized test scores from selected states, the study looked at any statistical differences that occurred within schools containing academic, single-sex classrooms, and coeducational classrooms. Further, the study investigated whether significant differences occurred between gender groups within schools containing single-sex classrooms and those within coeducational ones. Finally, the study looked at presentation methods within these classes. Findings of the study indicated that for single-sex classes to be effective, further research must occur in order to develop best-teaching practices applicable to each gender. The study also demonstrated the need for professional development opportunities for single-sex classroom teachers, as success in such classrooms was found to be possible and demonstrable. Furthermore, the study indicated a need to identify students who would most benefit from inclusion in a single-sex classroom. |
| Adviser | Murray, Barbara
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| Publisher | University of Central Florida |
| Degree | Ed.D.
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| Degree Discipline | Department of Educational Research, Technology and Leadership
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| Degree Grantor | Education
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| Degree Program | Educational Leadership EdD
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| Graduation Date | 2008-01-01 |
| Type | Doctoral dissertation
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| Access Level | Public - Allow Worldwide Access
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| Release Date | 2008-06-03 |
| Repository | University Archives
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| Repository Collection | Electronic Theses and Dissertations
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| Identifier | CFE0002019 |
| Access Link | http://purl.fcla.edu/fcla/etd/CFE0002019 |
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