No description available.

No description available.

by Leung Wing-man Winnie. / Include questionnaire in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 153-165). / Acknowledgements --- p.i / Abstract --- p.ii / Table of Contents --- p.iv / List of Tables --- p.viii / List of Figure --- p.x / Chapter CHAPTER ONE --- INTRODUCTION / Chapter 1.1 --- Background of the Problem --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.4 / Chapter 1.3 --- Significance of the Study --- p.6 / Chapter CHAPTER TWO --- LITERATURE REVIEW / Chapter 2.1 --- Single-sex vs. Co-educational Schooling --- p.9 / Chapter 2.2 --- Self-concept --- p.13 / Chapter 2.2.1. --- Definition of Self-concept --- p.15 / Chapter 2.2.2 --- Structure of Self-concept --- p.17 / Chapter 2.2.3 --- Sex Effects in Self-concept --- p.20 / Chapter 2.3 --- Sex-role Orientation --- p.23 / Chapter 2.3.1 --- Definitions --- p.23 / Chapter 2.3.2 --- Development of Sex-role Orientation --- p.25 / Chapter (a) --- Family --- p.25 / Chapter (b) --- School --- p.26 / Chapter 2.3.3 --- Structure of Sex-role Orientation --- p.29 / Chapter 2.3.4 --- Effects of Sex-role Orientation --- p.31 / Chapter 2.4 --- "Single-sex vs. Co-educational schooling, Self-concept, and Sex-role Orientation" --- p.34 / Chapter 2.4.1 --- Self-concept and Single-sex vs. Co-educational School- ing --- p.35 / Chapter 2.4.2 --- Sex-role Orientation and Single-sex vs. Coeducational Schooling --- p.37 / Chapter 2.4.3 --- Self-concept and Sex-role Orientation --- p.39 / Chapter 2.4.4 --- "Sex-role Orientation, Self-concept, Single-sex vs Co-educational Schooling" --- p.40 / Chapter 2.5 --- Summary --- p.43 / Chapter CHAPTER THREE --- METHODOLOGY / Chapter 3.1 --- Definitions --- p.46 / Chapter 3.1.1 --- School Type --- p.46 / Chapter 3.1.2 --- Self-concept --- p.46 / Chapter 3.1.3 --- Sex-role Orientation --- p.48 / Chapter 3.1.4 --- Academic Achievement --- p.48 / Chapter 3.1.5 --- Family Socio-Economic Status --- p.49 / Chapter 3.1.6 --- Social Exchange with Opposite Sex Peers --- p.49 / Chapter 3.2 --- Research Hypotheses --- p.50 / Chapter 3.3 --- Instruments --- p.53 / Chapter 3.3.1 --- Pilot Study --- p.55 / Chapter 3.3.2 --- Main Study --- p.57 / Chapter 3.4 --- Subjects --- p.58 / Chapter 3.5 --- Procedures --- p.61 / Chapter 3.6 --- Limitations --- p.61 / Chapter 3.7 --- Data Analysis --- p.62 / Chapter 3.7.1 --- School Type and Sex-role Type effects on Self-concepts --- p.62 / Chapter 3.7.2. --- School Type effect on Sex-role Type Distribution --- p.63 / Chapter 3.7.3 --- School Type effect on Social Contact with Opposite Sex Peers --- p.63 / Chapter CHAPTER FOUR --- RESULTS / Chapter 4.1 --- School Type and Sex-role Type effects on Self-concepts --- p.65 / Chapter 4.1.1 --- General self-concept --- p.66 / Chapter 4.1.2 --- Mathematics self-concept --- p.70 / Chapter 4.1.3 --- Verbal self-concepts --- p.74 / Verbal-Chinese self-concept --- p.74 / Verbal-English self-concept --- p.78 / Summary on Verbal self-concepts --- p.82 / Chapter 4.1.4 --- Social self-concepts --- p.83 / Relations with Opposite Sex Peers --- p.83 / Relations with Same Sex Peers --- p.87 / Relations with Parents --- p.90 / Summary on Social self-concepts --- p.94 / Chapter 4.1.5 --- Physical self-concepts --- p.96 / Physical Abilities self-concept --- p.96 / Physical Appearance self-concept --- p.100 / Summary on Physical self-concepts --- p.104 / Chapter 4.1.6 --- Summary --- p.105 / Chapter 4.2 --- School Type and Sex-role Type Distribution --- p.107 / Chapter 4.3 --- School Type and Contact with Opposite Sex Peers --- p.111 / Contact with Opposite Sex Peers in Activities Unrelated to School --- p.112 / Leisure --- p.114 / Intensity of Social Contact --- p.115 / Closeness with Opposite Sex Peers --- p.116 / Summary --- p.118 / Chapter 4.4 --- Summary of Results --- p.119 / Chapter CHAPTER FIVE --- DISCUSSION / Chapter 5.1 --- Singléؤsex Schooling vs Co-education: Different domains of self-concept --- p.121 / Chapter 5.1.1 --- General self-concept --- p.122 / Chapter 5.1.2 --- Mathematics self-concept --- p.123 / Chapter 5.1.3 --- Verbal self-concepts --- p.126 / Chapter 5.1.4 --- Social self-concepts --- p.127 / Chapter 5.1.5 --- Physical self-concepts --- p.130 / Chapter 5.1.6 --- Summary --- p.133 / Chapter 5.2 --- Single-sex Schooling vs Co-education: Sex-role Orientation --- p.135 / Chapter 5.3 --- Single-sex Schooling vs Co-education: Social Contact with Opposite Sex Peers --- p.136 / Chapter 5.4 --- Self-concepts: its relation to Sex-role Type --- p.139 / Chapter 5.5 --- "School Type, Sex-role Type and Self-concept" --- p.140 / Chapter 5.6 --- Summary --- p.142 / Chapter CHAPTER SIX --- CONCLUSION / Chapter 6.1 --- Summary of Findings --- p.145 / Chapter 6.2 --- Implications of Findings --- p.148 / Chapter 6.2.1 --- School Type --- p.148 / Chapter 6.2.2 --- Sex-role Type --- p.150 / Chapter 6.3 --- Directions for Future Research --- p.151 / REFERENCES --- p.153 / APPENDICES --- p.166 / Chapter A --- Bem Sex Role Inventory --- p.166 / Chapter B --- Self Description Questionnaire --- p.168 / Chapter C --- Pilot Questionnaire --- p.173 / Chapter D --- Final Questionnaire --- p.182

The purpose of this study was to investigate how a coed environment affects a female student's performance in physical education classes. The focus of this study is middle school students. Most middle school students are normally going through puberty and many environmental changes at a new school. These changes can influence a student's performance often in P.E., causing a decrease in performance and participation which can lead to physical inactivity.

Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Submitted by Paulo Jorge Rodrigues null (rodrigues.paulojorge.rodrigues@hotmail.com) on 2017-01-29T01:54:30Z No. of bitstreams: 1 Dissertação Paulo Jorge.pdf: 1931902 bytes, checksum: d2f28fe0ea81ea3f27934cd0d3fa3565 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-01-31T19:08:17Z (GMT) No. of bitstreams: 1 rodrigues_pj_me_arafcl.pdf: 1931902 bytes, checksum: d2f28fe0ea81ea3f27934cd0d3fa3565 (MD5) / Made available in DSpace on 2017-01-31T19:08:17Z (GMT). No. of bitstreams: 1 rodrigues_pj_me_arafcl.pdf: 1931902 bytes, checksum: d2f28fe0ea81ea3f27934cd0d3fa3565 (MD5) Previous issue date: 2016-12-12 / A coeducação dos sexos é o modelo educacional predominante no Estado de São Paulo, o qual tem por meta desconstruir as relações de dominação existentes na sociedade, que sobrepõem um sexo ao outro, contribuindo, assim, para o estabelecimento da igualdade. Com o objetivo de observar o desenvolvimento desse método de ensino, o presente trabalho propõe uma investigação, delimitando o seu tempo-espaço para análise, o período de 1889-1930 o Estado de São Paulo. As pesquisas bibliográfica e documental foram as escolhida como metodologia, sendo a primeira baseada em livros e artigos científicos e, a segunda, em anuários, leis, imagens etc., sobre o objeto de estudo, que se encontram disponíveis, principalmente, no Arquivo Público do Estado de São Paulo e no Acervo Histórico da Assembleia Legislativa de São Paulo. Constatou-se que até a segunda metade do século XIX, predominavam, no Estado, as escolas para o sexo masculino. Essa realidade começou a se modificar com a chegada dos missionários protestantes, que abriram escolas em regime coeducativo em diversas cidades do Estado. A coeducação dos sexos nas escolas protestantes não era aceita por todos. A Igreja Católica - hegemônica à época - condenava essa prática, defendendo a separação dos sexos até a idade adulta, quando, finalmente, seriam unidos por meio dos laços matrimoniais. Ainda no final do século XIX, políticos e pensadores, como Rui Barbosa e Leôncio de Carvalho, debateram o tema da coeducação dos sexos, porém, concluíram que esse regime só seria admitido pela sociedade brasileira para crianças até os dez anos de idade. Porém, com a Proclamação da República (1889), a Igreja Católica perdeu parte significativa da sua influência política, tendo o Estado sido laicizado e, por extensão, a instrução pública também. Neste contexto, a coeducação dos sexos ressurgiu como uma opção econômica e democrática para a expansão do número de vagas nas escolas públicas. Ela contribuiu, igualmente, para o processo de feminização do magistério, haja vista que a mulher era concebida como mais apta e preferível para educar meninos e meninas, ao mesmo tempo, entretanto, durante o período de investigação, a coeducação dos sexos foi parcial, já que meninos e meninas não desenvolviam todas as atividades juntos, alguns conteúdos eram apenas ensinados para um ou o outro sexo, o que não impediu a presença feminina nas escolas, muito pelo contrário, a maioria dos índices educacionais, à época, apresentavam-se satisfatórios ao sexo feminino, comparativamente ao sexo masculino. / The coeducation of the sexes has been the predominant pedagogical model in São Paulo, which is aimed at deconstructing the existing dominance relationships in society, that overlap one sex to the other, contributing to the establishment of the equality. In order to observe its development this work proposes an investigation, delimiting their space-time to the State of São Paulo, during the First Republic (1889-1930). The method used was the bibliographical and documentary research. The first was based on books and scientific articles, whilst the second, in yearbooks, laws and images, about the issue addressed, which are available mainly in the Public Archives of the State of São Paulo and the Historical Collection of the Legislative Assembly of São Paulo. It was found that by the second half of the nineteenth century, predominated in the state, almost exclusively, schools for males. This situation began to change with the arrival of Protestant missionaries that opened schools in coeducation regime in several cities of the state. The coeducation of the sexes in Protestant schools was not accepted by all. The Catholic Church - hegemonic in the period - condemned this practice, advocating the separation of the sexes until adulthood, when, finally, would be united by the bonds of marriage. Even in the late nineteenth century, politicians and researchers, such as Rui Barbosa and Leôncio de Carvalho, discussed the issue of coeducation of the sexes, however, concluded that the scheme would only be accepted by Brazilian society for students until the age of ten years old. However, with the Proclamation of the Republic (1889), the Catholic Church has lost a significant part of his political influence, and the state was laicized and, consequently, the public instruction. In this context, the coeducation of the sexes emerged as the most economical option for expanding the number of places in public schools. This fact contributed to the magisterium feminization process, since the woman was seen as better to educate boys and girls at the same time. However, the coeducation of the sexes during the period of investigation was partial, since boys and girls did not develop all activities together, and some contents were only taught for one or the other sex. / La coeducación de los sexos es el modelo educativo predominante en São Paulo, que tiene el objetivo de deconstruir las relaciones de poder existentes en la sociedad, que se superponen a un sexo al otro, contribuyendo así al establecimiento de la igualdad. Con el fin de observar su desarrollo este trabajo propone una investigación, delimitando su espacio-tiempo en el estado de Sao Paulo, entre 1889-1930. El método utilizado fue el bibliográfico y el documental de investigación, la primera basada en los libros y artículos científicos, y la segunda, en los anuarios, leyes, imágenes, etc. Acerca de ese objeto de estudio, que están disponibles principalmente en el Archivo Público del Estado de São Paulo y en la Colección Histórica de la Asamblea Legislativa de São Paulo, se encontró que, en la segunda mitad del siglo XIX, predominó las escuelas del Estado para los hombres. Esta situación comenzó a cambiar con la llegada de misioneros protestantes, que abrieron escuelas en régimen coeducativo en varias ciudades del estado. La coeducación de los sexos utilizada en las escuelas protestantes no fue aceptada por todos. La Iglesia Católica - hegemónico en esa época - condenaba esta práctica, abogando por la separación de los sexos hasta la edad adulta, cuando, finalmente, se unirían por los lazos del matrimonio. Incluso a finales del siglo XIX, los políticos y pensadores, como Rui Barbosa y Leôncio de Carvalho, discutieron el tema de la coeducación de los sexos, sin embargo, llegaron a la conclusión de que el régimen sólo sería admitido por la sociedad brasileña hasta la edad de los diez. Mientras tanto, con la proclamación de la República (1889), la Iglesia Católica perdió una parte importante de su influencia política, y fue laicalizado el Estado, y por lo tanto, la educación pública. En este contexto, la coeducación de los sexos surgió como una opción económica y democrática para ampliar el número de plazas en las escuelas públicas. La coeducación de los sexos contribuyó al proceso de feminización de la enseñanza, dado que la mujer era vista como más conveniente y preferible para educar a los niños y niñas, al mismo tiempo - sin embargo, la coeducación de los sexos durante el período de investigación fue parcial ya que los niños y niñas no desarrollaban todas las actividades juntos, algunos de los contenidos solamente se les enseñaba a uno o al otro sexo, lo que no impidió la presencia femenina en las escuelas, por el contrario, la mayoría de los indicadores educativos de la época, mostraban la satisfacción con la presencia de las mujeres en las escuelas.

En France, dans la seconde moitié du XXe siècle, l'enseignement de l'éducation physique et sportive est marqué par la sportivisation de la discipline, l'hétérogénéité des statuts enseignants et la séparation sexuée des recrutements. Si Vichy, en 1941, confère à l'éducation physique sa dimension sportive, sur fond de division sexuée et statutaire des recrutements, ce n'est qu'en 1989 que le concours du professorat, désormais seule voie d'accès à l'enseignement, devient commun pour les femmes et les hommes. De la séparation à la mixité, la diversité des existences interroge les processus d'adhésion et d'intégration des femmes à un métier historiquement masculin. A partir de dossiers de carrière, d'entretiens et de questionnaires, auxquels s'ajoute la presse syndicale et professionnelle, cette histoire sociale genrée des enseignantes d'EPS appréhende la diversité des parcours au regard de leurs expériences sociales, professionnelles, familiales. Sous couvert de contraintes structurelles et conjoncturelles, cette étude donne la primeur à l'individu actrice de sa propre vie. Le temps long est marqué par la construction d'une émancipation professionnelle et l'expression d'une relative liberté d'être et d'agir, au sein de carrières pondérées par le poids de la famille, mais guidées aujourd'hui par un idéal d'égalité. Ce travail de doctorat entend participer à un renouvellement de l'histoire du sport et de l'éducation physique, par les femmes, les statuts et l'individu, afin d'aborder in fine la controverse professionnelle sur la mixité / In the second half of the 20th Century in France, the teaching of physical education was marked by the increasing influence of sport within the discipline, the teachers’ status heterogeneity and the gender-differentiated division of recruitments. Although in 1941 the Vichy regime acknowledged the importance of sport within physical education on the basis of gender and status equality for recruitments, it was not until 1989 that the official entry-requirement examination – the only way into the teaching profession – was made available to both men and women. From single-sex physical education to coeducation, the broad range of life courses questioned the compliance and integration process of women into a historically male-oriented professional realm. Using data gathered from career files, interviews, surveys as well as union and professional press, this social gendered history on female physical education teachers examines the variety of paths with regards to their social, professional and familial experiences. This analysis focuses on the women in touch and in charge of their own lives. Time has shown a gradual liberation within the profession, and the expression of a relative freedom in being and acting, in careers that are embedded in family burden, though influenced today by an ideal of equality. This PhD study aims at being part of the renewal of sport and physical education history, by women, status and the individual, so as to put light on the professional issue at stake on coeducation in fine

Les discours scientifiques et politiques sur la jeunesse s’attachent généralement aux problématiques de déviance, comportements à risque, délinquance et décrochage scolaire et oublient le plus souvent l’aspect heuristique de la variable genre. L’analyse de la répartition des filles et des garçons dans les espaces, équipements et temps de loisirs de trois communes périphériques de l’agglomération bordelaise montre l’hégémonie des garçons sur les loisirs organisés et le décrochage massif des filles à l’entrée au collège. Tout se passe comme si les garçons investissaient les espaces publics lorsqu’ils ne trouvent plus de réponses dans des pratiques encadrées, alors que les filles disparaissent de ces espaces et se replient vers la sphère privée. S’inscrivant dans une approche de géographie sociale, la thèse développe la pertinence d’une approche féministe comme paradigme scientifique dans la compréhension d’une territorialité différenciée femmes/hommes dans l’espace public. A travers une enquête de terrain comparative de la fréquentation des espaces et équipements des loisirs des jeunes, la recherche interroge les politiques publiques sur les notions de mixité et d’égalité réelle entre les filles et les garçons dans notre société. L’étude met en avant quatre constats forts : l’inégalité, l’offre de loisirs subventionnée s’adresse en moyenne à deux fois plus de garçons que de filles. La non mixité et le renforcement des inégalités, les activités non mixtes masculines sont beaucoup plus importantes que les activités non mixtes féminines. L’invisibilité et le décrochage des filles : Les filles décrochent à partir de l’entrée en sixième, elles disparaissent des équipements et espaces publics destinés aux loisirs des jeunes. La performativité du genre : La constitution d’espaces de loisir spécifiquement masculin et la valorisation des « cultures masculines » représentent l’essentiel de la pratique jeunesse autonome et en accès libre. / Science-based and political discourses on youth usually focus on issues such as risk behaviour, deliquency, and dropping out of school, and most of the time omit the heuristic dimension of gender. The analysis of the distribution of girls and boys across spaces, equipments and leisure activities in three suburban areas of Bordeaux show how the use of organised leisure is dominated by boys and while girls stay away from these from the start of lower secondary school. It is all as if boys invest public spaces when organised practices do not fit their needs anymore, while girls disappear from these spaces and withdraw into the private sphere. Drawing on the approach of social geography, this thesis demonstrates the relevance of a feminist approach as a science-based paradigm which is useful to understand how public spaces become gender-differentiated. A comparison of how boys and girls use public spaces and leisure equipments results in a questionning of the notions of gender ‘mixity’ and equality in the context of public policies in contemporary society. Four main findings have been identified : (1) – inequalities : state-sponsored leisure targets twice as many boys as girls. (2) – ‘non-mixity’ and the reinforcement of inequalities : boys-only activities are seen as more important than girls-only ones. (3) - The invisibility of girls. They stop using these structures from the start of lower secondary school, they disappear from the public spaces targeting young people. (4) - Gender performativity : The constitution of spaces of specifically male leisure and the valuation of the " male cultures " represent the main part of the practice autonomous youth and in free access.

The topic of my thesis is experimental schools in Prague Michle, Nusle and Hostivař. It tries to shed light on the circumstances of the birth and end of these schools and to determine their characteristic features. Emphasis is put on the social aspect of experimentation and its close relation to the environment of the First Czechoslovak Republic. Inspiration by modern pedagogical theories is taken into account. The thesis traces the lives of several teachers. As sources were used not only archives but also a series of interviews with graduates of these schools. It aims, on the basis of a comparison of written and oral sources, to give a complex image of experimental education in Czechoslovakia at the time of the First Republic and the Protectorate. Last but not least it tries to answer the question whether experimental schools can contribute to today's education. Keywords: experimental schools, Dalton plan, pragmatism, globalisation, individualisation, differentiation, social studies, coeducation