Effects of Single-Gender Education on the Reading Achievement of Third through Fifth Grade Boys

Autor/in	Brown, Michael Shane
Titel	Effects of Single-Gender Education on the Reading Achievement of Third through Fifth Grade Boys
Quelle	(2013), (115 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-5125-9
Schlagwörter	Hochschulschrift; Dissertation; Single Sex Classes; Reading Achievement; Grade 3; Grade 4; Grade 5; Males; Elementary School Students; Reading Tests; Coeducation; Comparative Analysis; Scores; Statistical Analysis; Reading Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Leseleistung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Male; Männliches Geschlecht; Lesetest; Koedukation; Statistische Analyse; Leseunterricht
Abstract	It is said repeatedly, boys can't read. However, the statement should be boys "can" read they just don't. Understanding there is a need for action is the first step educators must take in helping boys emerge as confident and successful readers. Single-gender classrooms can be successful tools when seeking new ways in which to engage boys in reading. This is a step towards creating atmospheres where boys are encouraged to read and where reading is tailored to their interests. The purpose of this causal comparative study was to examine the Measures of Academic Progress (MAP) reading achievement scores of third through fifth grade males placed in both single-gendered and co-educational classrooms. A one-way repeated measures ANOVA was performed and it was observed that there was a statistically significant difference between the scores of third through fifth grade students taught in single-gendered classrooms compared to those taught in co-educational classrooms. Although it was observed that students in single-gendered classrooms generally performed more consistently at or above grade level in each grade but third on the fall 2011 and spring 2012 tests, there appeared to be no significant difference in the at or above grade level percentages of either the control or experimental groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01