Single-sex school boys’ perceptions of coeducational classroom learning environments |
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Authors: | Shirley M Yates |
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Institution: | (1) School of Education, Flinders University, GPO Box 2100, Adelaide, 5001, Australia |
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Abstract: | Reviews in many countries have found little evidence of consistent advantages in either single-sex education or coeducation.
Over the last three decades, coeducation has been introduced into many single-sex schools, but there is a dearth of evidence
from the student perspective of the impact of such changes on the classroom learning environment. The Individualised Classroom
Environment Questionnaire (ICEQ) was administered to 309 elementary and secondary boys from a single-sex school over 3 years
prior to (T1), during (T2) and after (T3) the introduction of coeducation. Overall, boys perceived coeducational classrooms
to be significantly more Personalised at T2, particularly at the secondary level, while Personalisation increased significantly
from T2 to T3 at the elementary level. No significant changes were evident for the Participation, Independence, Investigation
and Differentiation scales at either T2 or T3. These findings have implications for the ongoing single-sex/coeducation debate. |
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