The effects of single-sex classrooms on student outcomes on mathematics and reading in an elementary school

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dc.contributor Dagley, David L.
dc.contributor Houser, Rick
dc.contributor Levey, Joyce
dc.contributor Mendiola, Brenda
dc.contributor.advisor Tomlinson, Stephen
dc.contributor.author Pilson, Sylvia Y.
dc.date.accessioned 2017-03-01T16:46:37Z
dc.date.available 2017-03-01T16:46:37Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001162
dc.identifier.other Pilson_alatus_0004D_11425
dc.identifier.uri https://ir.ua.edu/handle/123456789/1639
dc.description Electronic Thesis or Dissertation
dc.description.abstract The curriculum for elementary students has undergone a significant change in the past decade. This led to an increased expectation for higher academic performance for fifth grade students in the areas of reading and mathematics. Teachers seek innovative ways to provide instructional practices within their classrooms that will aid success for all students. A Title l elementary school in a large metropolitan school system was enduring a high failure rate on the Criterion Reference Competency Test (CRCT). In an effort to decrease the failure rate on the fifth grade CRCT reading and mathematics subtests, the school's teachers and administrators implemented a single-sex class for 2 years. A quantitative data collection method compared the reading and mathematics achievement of fifth grade students in single-sex and coeducational classrooms. The results of the finding were mixed with single-sex students in single-sex student classrooms scoring significantly higher the first year of implementation, but decreasing the second year. These findings point to the fact, that more research is needed in the areas of single-sex classrooms.
dc.format.extent 95 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Elementary education
dc.title The effects of single-sex classrooms on student outcomes on mathematics and reading in an elementary school
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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