Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vi, 61 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 43-46).

Thesis (M.A.) -- Central Connecticut State University, 2005. / Thesis advisor: Matthew Warshauer. "... in partial fulfillment of the requirements for the degree of Master of Arts in History." Includes bibliographical references (leaves 83-85). Also available via the World Wide Web.

The present study was designed to inform readers about single-sex education and coeducation. This monograph is divided into four sections. In the first section, readers are informed about my own experiences concerning both single-sex and mixed-sex education. Furthermore, I give my own opinions about topics such as : classroom climate and the different attitudes I encoxmtered teaching within both settings. The second section gives a brief history of both single-sex education and coeducation in North America. The historical perspective goes as far back into the past as the eighteenth century and brings us forth until the 1980's and early 1990's decades. The third section focuses on present-day issues and research concerning both types of education. Many researchers are advocates of either single-sex education or coeducation and much of their research will be presented to the reader. The fourth section is the conclusion. I conclude this monograph with my own personal opinions on the topics discussed and also reflect on any further research which could be done within this area of study. / Cette étude cherche a informer le publique au sujet de renseignement dans un milieu scolaire unisexe et mixte. Ce mémoire est divisé en quatre sections. Dans la première, j'informe les lecteurs sur mes experiences personnelles au niveau de l'enseignement dans un milieu unisexe et mixte. De plus, j'exprime mes opinions sur des sujets tels que : le climat au sein de la classe et les diverses attitudes que j'ai rencontrées en ayant enseigné dans les deux environnements. La deuxième section donne un bref aperfu historique sur renseignement unisexe et mixte en Amerique du Nord. Cet apercu historique remonte au dix-huitième siècle jusqu'au debut des annees '90. La troisième section met l'emphase sur les sujets d'actualité dans ce domaine et les etudes portant sur les deux formes d'education. Plusieurs chercheurs favorisent soit I'enseignement mixte ou unisexe et leurs donnees seront presentees au lecteur. Finalement, lors de la demiere section, je vais conclure ce memoire avec mon opinion personnelle sur les sujets abordes et reflechir sur des etudes additionnelles qui pourraient etre menees dans ce domaine.

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Thesis advisor: Marilyn Cochran-Smith / Despite renewed interest in single-sex education, these classrooms remain relatively unstudied, even in Catholic schools, which have a long history of single-sex education. Although there are over 460 single-gendered, Catholic K-12 schools in the United States, which educate roughly 215,000 students (McDonald and Schultz, 2011), these schools are often ignored in educational research. Practitioner research in this area is almost nonexistent, yet it can generate and disseminate insider knowledge that directly improves the educational sites from which it emerges. For the past 11 years, I have taught English at "St. Albert's Preparatory School," an all-boys suburban secondary school serving over 1,100 students in the Northeast. The school regularly speaks of fostering a brotherhood among the students, and I see evidence of this on a daily basis. However, St. Albert's has not always been an easy place to work. My own experience is consistent with research studies that have found all-boys schools to be more sexist environments than all-girls schools (Lee, Marks, and Byrd, 1994) where students generally afford their female teachers less respect than their male teachers (Keddie, 2007; Keddie and Mills, 2007; Robinson, 2000). Based on my experiences as a female teacher at this school, I conducted a teacher research study on how my students and I constructed gender in the context of our English classroom. Drawing on a wealth of qualitative data sources, this study builds three main arguments: the school community built a brotherhood in part by engaging in silence and othering; the all-boys environment acted as a double-edged sword in that it contributed to a comfortable setting for the students to explore gender issues, but it also encouraged the students to shed their unique, multi-faceted masculinities and enact hegemonic gendered behavior that perpetuated an unjust order; and though I was well versed in issues of gender equity, I, too, was affected by the all-boys classroom space and contributed to the hegemonic gender order at the school. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The purpose of this study was to explore the implementation experiences of school leaders and teachers in a public, all-female, single-sex campus that experienced successful student outcomes. This research examined the participants' views of the factors that influence successful implementation of this model. Three research questions guided the study: (1) What are stakeholder perceptions of the factors that influenced the successful implementation of an all-female, single-sex, whole-school reform? (2) What are stakeholder perceptions of the successes experienced during the successful implementation of an all-female, single-sex, whole-school reform? (3) What are stakeholder perceptions of the challenges to the successful implementation of an all-female, single-sex, whole-school reform? This qualitative study used a grounded theory approach and a case study design to examine the implementation of whole-school, single-sex reform on a campus that experienced successful student outcomes, as evidenced by receiving the highest rating from the state accountability system in 2010-2011. Participants for this study were selected through purposive, theoretical sampling using a referral technique to generate the participant pool. Data were collected through semi-structured interviews, an open-ended questionnaire, and a review of documents. To produce a substantive theory, data analysis followed the open, axial, and selective coding processes outlined by Strauss and Corbin (1990). The participant perceptions and major findings were analyzed to determine the relationships between causal conditions in order to develop theoretical explanations about the factors that influenced the implementation. The major factors influencing the implementation of the all-female, single-sex campus in this study were: (1) Community, (2) External factors, (3) District-level factors, and (4) School-level factors. The data and findings from this research were used to generate a substantive theory regarding the factors that influence successful implementation of this model so that leaders in public school districts may have a greater knowledge base with which to augment the decision-making process when considering the implementation of all-female, single-sex campuses as a whole-school reform model. Also, districts planning to implement this model may use the findings as a guide when considering the factors in their own districts that may influence implementation. / text

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

The purpose of this research was to evaluate outcomes of a single-sex program at an elementary school in Portsmouth, Virginia. Evaluation criteria were (girls' and boys' feelings about being grouped into single-sex education and coeducational classes, (teaching behaviors, (3) student achievement, (4)student attendance, and (5) student misbehaviors. There were four measures of feelings in this study: feelings about the teacher, feelings about relationships with classmates, feelings about school work, and feelings about the classroom climate. Four one-way ANOVAs with Scheffe's post-hoc comparisons were conducted. Results of the post-hoc analyses revealed that the single-sex male class had more positive feelings about the classroom climate than the single-sex female class. Teaching behaviors were evaluated through the use of the Hopkins Observation Report Form. Teaching behaviors in two single-sex classrooms and coeducational classrooms were observed and reported using one-way ANOVAs in three areas: interaction, influence, and non-verbal messages. No differences were found in the frequency of teaching behaviors used in single-sex and coeducational classes in any of the areas. Student achievement was evaluated using pre- and post-test scores from the Tests for Higher Standards by Flanagan and Mott (1999). The single-sex female, single-sex male, & coed A classes had higher science scores than students in the coed B class. Students in the single-sex male and single-sex female classes had higher social studies scores than the students in the coed B and coed A classes. No differences were found in the performance of the three class types on the math achievement test. A one-way analysis of variance was conducted to identify differences in absences among the four class groups. Results of Scheffe's post-hoc comparisons showed a difference in absences between the coed A class and the single-sex female class, the single-sex male class, and the coed B class. In all cases the coed A class had more absences per student. Student misbehavior was reported in four categories: (1) opposition to authority, (2) disrespect, (3) disturbance to the class and peers, and (4) altercation. More misconduct referrals were reported from the two coeducational classes when their data were combined. / Ed. D.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/15/2009). Includes bibliographical references (leaves 94-101).

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/30/2009). Includes bibliographical references (leaves 110-116).