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Student Academic Self-Concept and Perception of Classroom Environment in Single-Sex and Coeducational Middle Grades Mathematics Classes
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Kombe, Dennis; Che, S. Megan; Carter, Traci L.; Bridges, William – School Science and Mathematics, 2016
In this article, we present findings from a study that investigated the relationship between all-girls classes, all-boys classes, and coeducational classes on student mathematics self-concept and student perception of classroom environment. Further, we compared responses of girls in all-girls classes to girls in coeducational classes and responses…
Descriptors: Self Concept, Classroom Environment, Middle School Students, Mathematics Education
Student Academic Self-Concept and Perception of Classroom Environment in Single-Sex and Coeducational Middle Grades Mathematics Classes
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Carter, Traci; Kombe, Dennis; Che, S. Megan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
In this paper we present findings from a study investigating the relationship between all girls' classes, all boys' classes and coeducational classes on student mathematics self-concept and student perception of classroom environment. Further, we compared responses of girls in all girls' classes to girls in coeducational classes and responses of…
Descriptors: Self Concept, Classroom Environment, Middle School Students, Mathematics Education
The Effect of Class Composition by Gender and Ability on Secondary School Students' School Well-Being and Academic Self-Concept: A Literature Review
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Belfi, Barbara; Goos, Mieke; De Fraine, Bieke; Van Damme, Jan – Educational Research Review, 2012
In the field of educational effectiveness research, the influence of a class' student body on students' individual achievement scores has been a popular research interest for many years. Yet, few studies have focussed on the effects of class composition on students' non-achievement outcomes, and up to now, hardly any attempts have been made to…
Descriptors: Academic Achievement, Single Sex Classes, Ability Grouping, Secondary School Students
Do You Want Single-Gender Science Classrooms in Your Middle Schools?
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Sampson, Pauline M.; Gresham, Gloria; Leigh, Melissa M.; McCormick-Myers, Denice – Teacher Education and Practice, 2014
Controversy surrounds the issue of single-gender education, with advocates debating that the initiative decreases discrimination, improves educational experiences for males and females, and provides parents more choice. Opponents argue that single-gender education is a form of segregation and negates the gains that women have achieved in the area…
Descriptors: Middle Schools, Single Sex Classes, Science Education, Classroom Environment
Students' Perceptions of Single-Gender Science and Mathematics Classroom Experiences
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Brown, Sherri L.; Ronau, Robert R. – School Science and Mathematics, 2012
While participating in single- and mixed-gender science and mathematics classes, ninth-grade urban high school students' (n = 118) academic self-concept, self-efficacy, and school climate perceptions were examined. Their perceptions were measured quantitatively from the Fennema-Sherman Mathematics (modified for Science) Attitude and the Patterns…
Descriptors: Student Attitudes, Structural Equation Models, Self Efficacy, Measures (Individuals)