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 (Ph.D.)--University of Wollongong, 2003. / Typescript. Includes bibliographical references: leaf 258-284.

Thesis (M.A.)--University of Texas at Dallas, 2008. / Includes vita. Includes bibliographical references (leaves 51-52)

Thesis (Ph. D.)--Michigan State University. Dept. of Educational Psychology and Educational Technology, 2008. / Dissertation committee: John P. Smith III, Angela Calabrese Barton, Kristen Renn, Julia Grant, and David Sadker--From acknowledgments. Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 275-284). Also issued in print.

Thesis (M. Ed.)--Cedarville University, 2002. / Title from PDF t.p. (viewed on May 6, 2006). Includes bibliographical references (p. 93-96).

Theses (Ed. D.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains ix, 134 pages. Includes vitae. Bibliography: p. 106-134.

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).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Oct. 10, 2007). PDF text: 254 p. : ill. UMI publication number: AAT 3262190. Includes bibliographical references. Also available in microfilm and microfiche formats.