Gender, BMI, values, and learning in physical education: A study on Chinese middle schoolers

Students' different perceptions of task values influence their learning experience and achievement in physical education. Framed using the subjective task value construct, this study was conducted to determine the extent to which male and female Chinese middle schoolers with different body sizes differed in their perception of the task values. A second goal of the study was to identify the extent to which the task values along with gender and body size predicted students' performance on knowledge and physical skill tests. Data from a random sample of students (N = 860) from eight Chinese middle schools revealed that the boys appreciated intrinsic (p = .001) and utility values (p = 02); both boys and girls, however, equally appreciated the attainment value (p = .73). The boys performed better in physical skill tests than the girls (p = .001), whereas the girls scored higher in knowledge tests than the boys (p = .04). Regression analyses revealed that gender is the only predictor for performance on both knowledge and skill tests. Utility value and body size were predictors for skill, not for knowledge. These findings indicate that Chinese middle school boys and girls differed in valuing and achieving in physical education. The findings imply that Chinese boys need to strengthen cognitive learning and girls need to strengthen psychomotor skill development in physical education.     

合校与分校：美国中学女子教育的公平诉求

美国中学女子教育向来追求教育中的性别公平,女子教育的分校与合校之说自美国教育形成与发展的早期就存在论争,美国教育界对此也进行了广泛研究。本文探析了美国女子分校与合校教育的历史发展、社会背景以及其中的性别公平问题。     

Should computing be taught in single‐sex environments? An analysis of the computing learning environment of upper secondary students

It has been well established in the literature that girls are turning their backs on computing courses at all levels of the education system. One reason given for this is that the computer learning environment is not conducive to girls, and it is often suggested that they would benefit from learning computing in a single‐sex environment. The purpose of this study was to identify whether there were differences in perception between boys and girls and the type of school they attended. The College and university classroom environment inventory (CUCEI) was used as an instrument to measure the computing learning environment of 265 Year 12 and 13 secondary schools students in Wellington, New Zealand. The results showed that there were statistically significant differences in perceptions between sex, and between different types of school, and it is suggested that there may be a place for single‐sex computing classrooms in mixed‐sex schools.     

A new and different space in the primary school: single‐gendered classes in coeducational schools

This paper derives from a two‐year ethnographic study conducted in single‐gendered classes in two Tasmanian government coeducational schools in socio‐economically disadvantaged areas. These schools specifically adopted proactive strategies to address the educational disengagement of boys whose social behaviour affected their own education and that of many others in the schools—an example of the situation currently described in Australian and international studies as an educational crisis. The unquestioned status of the coeducational primary school classroom is challenged and a theorized alternative is explained.     

但开风气敢为先——试析五四时期“大学开女禁”论争的过程及意义

在我国,近代大学之门向女子开放是伴随着五四时期关于"大学开女禁"的论争,才逐渐成为现实。论争的双方围绕"大学需不需要向女子开放?""大学能不能向女子开放?"等核心问题,展开了一场唇枪舌剑的争辩,最终以北京大学招收第一批女大学生为结果表明支持派获胜。这场论争不仅在当时有着开新风气的深刻意义,而且使得男女受教育权的平等在高等教育上的初步实现,从而促进了女子高等教育的发展。     

Teachers’ experiences of a single‐sex initiative in a co‐education school

Argued to ‘raise boys’ grades’ and ‘boost boys’ academic achievement’, single‐sex classes in coeducation schools is one strategy among a plethora aimed at raising standards. This paper explores the experiences of teachers in one coeducation post‐primary school that sought to raise academic performance, particularly among boys, and to improve classroom behaviour by introducing single‐sex classes. Funded by a local Education and Library Board the evaluation took place almost four years after the strategy was introduced and in a climate of increasing teacher concern with the effectiveness of the strategy. The methods involved a questionnaire survey to all teachers in the school and one‐to‐one and small group interviews with teachers responsible for teaching single‐sex classes. Contrary to its stated aims, the majority of teachers believe that, since the introduction of single‐sex classes, academic performance and classroom behaviour have deteriorated. Findings are discussed in terms of teachers’ perceptions of the strategy and the importance organizational and contextual factors have on shaping teachers’ attitudes to new initiatives.     

‘It should be better all together’: exploring strategies for ‘undoing’ gender in coeducational physical education

Physical education (PE) remains the subject in coeducational schools that is most likely to be delivered in gender segregated sessions. Decisions to offer single sex lessons are often underpinned by discourses and practices associated with doing gender that emphasise differences in boys' and girls' attitudes, behaviours, abilities and experiences. This investigation employs the concept of ‘undoing’ gender to explore the possibility for alternative interpretations of the issues emerging in coeducation. Examples of ‘undoing gender’ included evidence of girls' and boys' engaging positively during activities, girls' identification of positive aspects of mixed gender, examples of boys' and girls' similarities and shared experiences and awareness of girl' capabilities. The paper concludes that the emphasis on gender difference in explaining problems associated with coeducation such as teasing, harassment and exclusion can mask the ways that these practices are embedded within the structure and organisation of PE and provides recommendations for working towards gender integration.