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.
|Commitee:||Gibson, Linda, Howard, Irvin|
|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|
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