Single-Sex School Boys' Perceptions of Coeducational Classroom Learning Environments

Autor/in	Yates, Shirley M.
Titel	Single-Sex School Boys' Perceptions of Coeducational Classroom Learning Environments
Quelle	In: Learning Environments Research, 14 (2011) 1, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-011-9079-x
Schlagwörter	Single Sex Schools; Coeducation; Classroom Environment; Males; Student Attitudes; Questionnaires; Elementary School Students; Secondary School Students; Longitudinal Studies; Educational Change + Suchen Sie Ihr Suchwort? Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Koedukation; Klassenklima; Unterrichtsklima; Male; Männliches Geschlecht; Schülerverhalten; Fragebogen; Sekundarschüler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsreform
Abstract	Reviews in many countries have found little evidence of consistent advantages in either single-sex education or coeducation. Over the last three decades, coeducation has been introduced into many single-sex schools, but there is a dearth of evidence from the student perspective of the impact of such changes on the classroom learning environment. The Individualised Classroom Environment Questionnaire (ICEQ) was administered to 309 elementary and secondary boys from a single-sex school over 3 years prior to (T1), during (T2) and after (T3) the introduction of coeducation. Overall, boys perceived coeducational classrooms to be significantly more Personalised at T2, particularly at the secondary level, while Personalisation increased significantly from T2 to T3 at the elementary level. No significant changes were evident for the Participation, Independence, Investigation and Differentiation scales at either T2 or T3. These findings have implications for the ongoing single-sex/coeducation debate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10