Jackson Carolyn (2002). Â« Can Single-sex Classes in Co-educational Schools Enhance the Learning Experiences of Girls and/or Boys? An Exploration of Pupils' Perceptions Â». British Educational Research Journal, vol. 28, nÂ° 1, p. 37–48. En ligne : <http://ejournals.ebsco. ... ?ContributionID=1993969>.
Added by: Marie Gaussel (23 Jun 2010 08:59:32 Europe/Paris)
|Resource type: Journal Article
BibTeX citation key: Jackson2002
|Categories: Apprentissages et psychologie
Keywords: Ă©ducation prioritaire, genre, sexe fĂ©minin, sexe masculin
Collection: British Educational Research Journal
Views index: 23%
Popularity index: 5.75%
|URLs http://ejournals.e ... ributionID=1993969|
The introduction of single-sex classes within co-educational schools is a strategy adopted by some schools to enhance the learning experiences of either the girls or the boys depending upon the educational climate of the time. In a period dominated by the 'what about the boys?' debate, this strategy is currently being introduced and advocated in a number of schools in an attempt to raise boys' achievement. This article explores the value of introducing single-sex classes within co-educational schools, and in doing so, it draws upon the perspectives of girls and boys involved in one such initiative. The article concludes that girls-only classes may have positive effects for girls. However, curriculum-as-usual boys' classes do nothing to challenge the problematic macho male cultures inherent in schools; indeed, it may be the case that they actually exacerbate them.
Added by: Marie Gaussel