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The impact of single-gender classes ...

Harris, Twanitta M.

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The impact of single-gender classes on a school's environment.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The impact of single-gender classes on a school's environment./
Author:	Harris, Twanitta M.
Description:	124 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2392.
Contained By:	Dissertation Abstracts International71-07A.
Subject:	Education, Middle School. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409182
ISBN:	9781124064369

The impact of single-gender classes on a school's environment.
Harris, Twanitta M.

The impact of single-gender classes on a school's environment. - 124 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2392.

Thesis (Ph.D.)--Capella University, 2010.

The purpose of this study was to observe the effects of single-gender classes on a school's environment. The data collected from a coeducational middle school in northeastern Florida allowed the researcher to see how the academic achievement, student attendance, and student discipline were impacted by the implementation of single-gender classes in core curriculum in grades six through eight. The one middle school was studied and the data were collected from the years of 2004-2009, and the baseline year of 2003-2004, year before the implementation of single-gender classes. The archival data were from the Florida Comprehensive Assessment Test, student attendance based on the percent of students missing 21 days or more, and the total discipline incidents reported at the end of each year. The results of the quantitative descriptive study showed that there were significant impact on the academic achievement, student's attendance, and student's discipline of a coeducational middle school that utilized single-gender classes. Based on the conclusions, one recommended future research study would be to compare the same data between two coeducational schools where one school have single-gender classes and the other school does not. Based on the conclusions, one recommended future practice would be the teachers continue the current best practices to maintain and increase academic achievement. Finally, based on the conclusions, one implication would be that school districts that implement single-gender classes provide professional learning for the administrators, teachers, parents, and community leaders.

ISBN: 9781124064369Subjects--Topical Terms:

1030813
Education, Middle School.

The impact of single-gender classes on a school's environment.
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035 $a (UMI)AAI3409182
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100 1 $a Harris, Twanitta M. $3 1671991
245 1 4 $a The impact of single-gender classes on a school's environment.
300 $a 124 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2392.
500 $a Adviser: Melissa McIntyre-Brandly.
502 $a Thesis (Ph.D.)--Capella University, 2010.
520 $a The purpose of this study was to observe the effects of single-gender classes on a school's environment. The data collected from a coeducational middle school in northeastern Florida allowed the researcher to see how the academic achievement, student attendance, and student discipline were impacted by the implementation of single-gender classes in core curriculum in grades six through eight. The one middle school was studied and the data were collected from the years of 2004-2009, and the baseline year of 2003-2004, year before the implementation of single-gender classes. The archival data were from the Florida Comprehensive Assessment Test, student attendance based on the percent of students missing 21 days or more, and the total discipline incidents reported at the end of each year. The results of the quantitative descriptive study showed that there were significant impact on the academic achievement, student's attendance, and student's discipline of a coeducational middle school that utilized single-gender classes. Based on the conclusions, one recommended future research study would be to compare the same data between two coeducational schools where one school have single-gender classes and the other school does not. Based on the conclusions, one recommended future practice would be the teachers continue the current best practices to maintain and increase academic achievement. Finally, based on the conclusions, one implication would be that school districts that implement single-gender classes provide professional learning for the administrators, teachers, parents, and community leaders.
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650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0450
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710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 71-07A.
790 1 0 $a McIntyre-Brandly, Melissa, $e advisor
790 1 0 $a Redditt, Charisse $e committee member
790 1 0 $a Dereshiwsky, Mary $e committee member
790 $a 1351
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792 $a 2010
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