Single-Gender Education

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A Research Proposalfocusing on Single-Sex Education : 

A Research Proposalfocusing on Single-Sex Education By Katherine Bradley

Committee Members : 

Committee Members Dr. Mary O’Phalen, Ph.D. Dr. Kathy Arnett, Ph.D. Dr. Michael Dean, Ph.D.

Title of Dissertation : 

Title of Dissertation An investigation into single-sex education and its impact on academic achievement, discipline referral frequency, and attendance frequency for first- and second grade public school students

Pertinent Definitions : 

Pertinent Definitions NCLB—No Child Left Behind The recently reauthorized version of Elementary and Secondary Education Act AYP—Adequate Yearly Progress An accountability provision of NCLB

Single-Sex Education : 

Single-Sex Education Single-sex education refers to school or class attendance with members of only one sex (NASSPE, 2008).

Introduction to the Problem : 

Introduction to the Problem Not enough research available to justify implementation (Cornelius Riordan, 2005) NCLB regulations mandate that newly implemented, innovative instructional strategies must be research based (U.S. Department of Education, 2008).

The Problem : 

The Problem The impact of single-sex education in a public school environment is unknown.

Some Reported Outcomes of Single-Sex Education : 

Some Reported Outcomes of Single-Sex Education Increase in student achievement Increase in attendance Decrease in discipline referrals Less sexual harassment and bullying Greater leadership opportunities Enrollment in non-traditional gender courses Increased self-confidence Greater interest in the learning process

Literature Review : 

Literature Review --Conflicting research (Riordan, et al., 2008) --Inconclusive research (Mael, et al., 2005) --Public sector research virtually non-existent (Salomone, 2006)

Mael, Alonso, Gibson, Rogers & Smith (2005) : 

Mael, Alonso, Gibson, Rogers & Smith (2005) Review of 40 Quantitative Studies International, Private or Parochial Studies—40 Public Studies within the United States—0 Review of 4 Qualitative Studies Dissertation, Anecdotal and Retrospective

Riordan, Faddis, Beam, Seager, Tanney & DiBiase (2008) : 

Riordan, Faddis, Beam, Seager, Tanney & DiBiase (2008) Same quantitative and qualitative research reviewed as Mael, et al, with some exception Additional qualitative analysis included— 22 qualitative studies Perceptions and characteristics of single-sex schools “STRONG QUASI-EXPERIMENTAL DESIGNS NEEDED IN THE INVESTIGATION OF SINGLE-SEX EDUCATION…” (Riordan et al., 2008)

Domestic Studies in Public Schools : 

Domestic Studies in Public Schools Ferrara (2005) Herr & Arms (2004) Howard, Sansted, & Peterson (2003)

The Purpose of the Study : 

The Purpose of the Study to evaluate the performance of single-sex classes in a public elementary school in the southeastern part of the United States

Research Design and Plan : 

Research Design and Plan Quasi-experimental non-equivalent groups design Single-sex groups and coeducational groups --single-sex students; coed students --single-sex males; coed males --single-sex females; coed females Use SPSS to analyze archival data

Limitations to Research : 

Limitations to Research One school No control of the instructional methods No control for the diversity of gender, expertise or experience of teachers No control for outside factors

Data Source : 

Data Source Archival data gathered during the 2007-2008 school All data will be made available after IRB approval. Data to be used: math and language arts test data, discipline referral data and attendance data

12 Research Questions : 

12 Research Questions 3 RQ that will address math achievement (1, 2, 3) 3 RQ that will address language arts achievement (4, 5, 6) 3 RQ that will address discipline referral frequency (7, 8, 9) 3 RQ that will address attendance frequency (10, 11, 12)

Research Questions # 1, 2, 3 : 

Research Questions # 1, 2, 3 Is there a difference in the math achievement of first- and second-grade _________ compared with the math achievement of first- and second-grade __________? 1. single-sex students; coeducational students 2. single-sex males; coeducational males 3. single-sex females; coeducational females

Research Questions # 4, 5, 6 : 

Research Questions # 4, 5, 6 Is there a difference in the Language arts achievement of first- and second-grade _________ compared with the Language arts achievement of first- and second-grade _________? 4. single-sex students; coed students 5. single-sex males; coed males 6. single-sex females; coed females

RQ 1, 2, 3—academic achievement in math RQ 4, 5, 6—academic achievement in LA : 

RQ 1, 2, 3—academic achievement in math RQ 4, 5, 6—academic achievement in LA Instrumentation: MAP: Multiple Assessment Program (NWEA, 2008) --computerized --diagnostic --criterion based --administered by individual teachers beginning, middle and end (2nd) or beginning and end (1st)

Sample test item for math : 

Sample test item for math How many? A. 8 B. 5 C. 6 D. 4 E. 7 (NWEA, 2008)

Sample test item for LA : 

Sample test item for LA The little girl is sitting at her 1. piano 2. bed 3. desk 4. book (NWEA, 2008)

*MAP Reliability established 2005 : 

*MAP Reliability established 2005 r =.92 for math in the fall, n = 147,709 r =.93 for math in the spring, n = 162,070 r =.95 for language arts in the fall, n = 103,038 r =.95 for language arts in the spring, n = 127,245 Reliability established via parallel forms *calculated for 2nd grade only (NWEA, 2008)

Concurrent Validity of MAP : 

Concurrent Validity of MAP Math (fall administration) r = .67, n = 5,096 Math (spring administration) r = .75, n = 10,686 ---------------------------------------------------------------------------------- Language Arts (fall administration) r = .76, n = 4,986 Language Arts (Spring administration) r = .81, n = 7,518

Data Analysis for Academic Achievement : 

Data Analysis for Academic Achievement A repeated measures ANOVA will be used to determine if there is a difference on the academic achievement outcome variables between: single-sex students and coeducational students single-sex males and coeducational males single-sex females and coeducational females

Research Questions # 7, 8, 9(discipline referral frequency) : 

Research Questions # 7, 8, 9(discipline referral frequency) Is there a difference in the discipline referral frequency of first- and second-grade _________ compared with the discipline referral frequency of first- and second-grade __________? 7. single-sex students; coeducational students 8. single-sex males; coeducational males 9. single-sex females; coeducational females

Data Analysis of Discipline Referral Frequency : 

Data Analysis of Discipline Referral Frequency Discipline referral data will be analyzed using ANOVA to determine if there is a difference in the discipline referral frequency of students in a single-sex class compared with students in a coeducational class.

Research Questions # 10, 11, 12 (attendance) : 

Research Questions # 10, 11, 12 (attendance) Is there a difference in the attendance frequency of first- and second-grade _________ compared with the attendance frequency of first- and second-grade __________? 10. single-sex students; coeducational students 11. single-sex males; coeducational males 12. single-sex females; coeducational females

Data Analysis of Attendance Frequency : 

Data Analysis of Attendance Frequency Attendance data will be analyzed using ANOVA to determine if there is a difference in the attendance frequency of students in a single-sex class compared with students in a coeducational class.

Significance of the Study : 

Significance of the Study Add to very weak research base A first Investigates outcomes directly impacting adequately yearly progress (AYP)

SUMMARY : 

SUMMARY This study will provide educational leaders with data-driven research that may be useful in making decisions regarding the implementation of single-sex education.