Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex classrooms

This digest found in

Gender
Pupil grouping and organisation of classes
Science

Authors

Parker, Lesley H. & Leonie J. Rennie. Curtin University of Technology

Publisher

International Journal of Science Education, 2002, Vol. 24, No. 9, pp. 881 ¿ 897.

Introduction

Why gender-inclusive teaching?

The differential nature of attainment by gender over the last two decades has alerted practitioners to differences in learning styles between individuals, and the importance of gender-inclusive teaching. Yet despite an improved understanding of the teaching strategies that maximise girls' and boys' learning in science (and although in many education systems girls achieve as well as, if not better than, boys at secondary level [Rennie and Parker,1993]), the goal of achieving equality of science participation for males and females remains elusive.

The paper summarised here suggests that the provision of single-sex groupings in science can produce improved outcomes for both girls and boys. While in most parts of the world education systems are, and will remain, co-educational, the authors argue that it is critical to understand the circumstances and conditions under which it may be useful to separate boys and girls. It is also important to establish the conditions under which gender-inclusive teaching strategies are most readily and effectively implemented.

Keywords
Australia; Teaching and learning; Science; Pupils; Girls; Boys; Secondary schools; Gender; Inclusion; Teaching styles; Single sex classes; Coeducation; Sex differences

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What is gender-inclusivity in science teaching? What did the researchers set out to do? How was the research designed? General findings of the study Gender-inclusiveness and girls Gender-inclusiveness and boys Single-sex v mixed-sex environments Conclusions drawn from the research Implications for practitioners Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex classrooms This digest found in Gender Pupil grouping and organisation of classes Science Send to a friend Word doc 60KB Printer friendly Collate for later Authors Parker, Lesley H. & Leonie J. Rennie. Curtin University of Technology Publisher International Journal of Science Education, 2002, Vol. 24, No. 9, pp. 881 ¿ 897. Introduction Why gender-inclusive teaching? The differential nature of attainment by gender over the last two decades has alerted practitioners to differences in learning styles between individuals, and the importance of gender-inclusive teaching. Yet despite an improved understanding of the teaching strategies that maximise girls' and boys' learning in science (and although in many education systems girls achieve as well as, if not better than, boys at secondary level [Rennie and Parker,1993]), the goal of achieving equality of science participation for males and females remains elusive. The paper summarised here suggests that the provision of single-sex groupings in science can produce improved outcomes for both girls and boys. While in most parts of the world education systems are, and will remain, co-educational, the authors argue that it is critical to understand the circumstances and conditions under which it may be useful to separate boys and girls. It is also important to establish the conditions under which gender-inclusive teaching strategies are most readily and effectively implemented. Keywords Australia; Teaching and learning; Science; Pupils; Girls; Boys; Secondary schools; Gender; Inclusion; Teaching styles; Single sex classes; Coeducation; Sex differences