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

dc.contributorDagley, David L.
dc.contributorHouser, Rick
dc.contributorLevey, Joyce
dc.contributorMendiola, Brenda
dc.contributor.advisorTomlinson, Stephen
dc.contributor.authorPilson, Sylvia Y.
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T16:46:37Z
dc.date.available2017-03-01T16:46:37Z
dc.date.issued2013
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe 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.en_US
dc.format.extent95 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001162
dc.identifier.otherPilson_alatus_0004D_11425
dc.identifier.urihttps://ir.ua.edu/handle/123456789/1639
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectElementary education
dc.titleThe effects of single-sex classrooms on student outcomes on mathematics and reading in an elementary schoolen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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