Dissertation/Thesis Abstract

Benefits of single-gender education: Perceptions of middle grade teachers
by Nattress, Deborah A., Ph.D., Capella University, 2013, 270; 3567870
Abstract (Summary)

This quantitative study used descriptive statistics to evaluate data obtained from 179 middle grade teachers, grades 5-9, currently working in a single-gender environment, including public, private, and charter schools, with regard to the academic and behavioral benefits of single-gender education. The study used a survey created by Dr. John Fry in 2009 for his doctoral dissertation, Single-Gender Education: Teachers' Perspective, and sought to confirm or refute his conclusions regarding the efficacy of single-gender education as recommended in his section for future research. The results of this study confirm his conclusions and indicate the teachers have positive perceptions regarding single-gender education, particularly in relation to academic achievement and behavioral change.

Indexing (document details)
Advisor: Slater, Susan
Commitee: Gibson, Linda, Howard, Irvin
School: Capella University
Department: School of Education
School Location: United States -- Minnesota
Source: DAI-A 74/11(E), Dissertation Abstracts International
Subjects: Middle School education, School administration, Gender studies
Keywords: Middle grades, Single-gender education
Publication Number: 3567870
ISBN: 978-1-303-20599-6
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