R&L Education
Pages: 220
•
Trim: 6 x 9
978-1-61048-869-3 • Hardback • July 2013 • $94.00 • (£72.00)
978-1-61048-870-9 • Paperback • July 2013 • $53.00 • (£41.00)
978-1-61048-871-6 • eBook • July 2013 • $50.00 • (£38.00)
Frances R. Spielhagen, Ph.D., is associate professor of education and director of the Center for Adolescent Research and Development at Mount Saint Mary College, Newburgh, NY. Dr. Spielhagen is Editor-in-Chief of the Middle Grades Research Journal.
Preface: The Debate Continues: Single Sex Classes in the 21st Century
Frances Spielhagen
Introduction to the Second Edition
Frances Spielhagen
Context and Background
Chapter 1-School choice -- or threat to civil liberties?
Frances Spielhagen and Robin Kohl
Chapter 2-Do boys and girls learn differently? Implications for practice
Michael Gurian
Chapter 3-Bullying and Single-Sex classes
Frances Spielhagen and Vivian Milczarski
Chapter 4-Single-sex parochial schools for Catholic, Jewish, and Islamic Children: Why, or why not?
Bruce Cooper
Early Research
Chapter 5-Jumping into the fray: How to implement single sex classes
Deborah Marks and C. Sloan Burns
Chapter 6-Bumps along the way: Mistakes made and lessons learned
Suzanne Schwarz-McCotter
Chapter 7-Going the distance: Strategies for teacher preparation
Margaret Ferrara
Chapter 8-Does it all add up? Single sex classes and student achievement
Frances Spielhagen
Chapter 9-Good news and bad news: Student behavior in single sex classes
Margaret Ferrara and Peter Ferrara
Chapter 10-Having it our way: Students speak out on single sex classes
Frances Spielhagen
Chapter 11-The Influence of Classroom Dynamics on Teachers’ Decisions to Provide Single Gender Mathematics and Science Classes in Middle School
Karen B. Rogers
Chapter 12- The view from the trenches: Teachers evaluate single-sex classes
Frances R. Spielhagen
Chapter 13-“We’ve always done it this way.” Single sex classes in Kenya
Robin Kohl
Synthesis and Resources
Chapter 14-Now what? Implications for practice
Karen Rogers
Chapter 15-Resources on bullying
Vivian Milczarski
Military academies, Catholic schools, and fancy prep schools have all successfully run single-sex schools: So why not public schools too? This valuable book explores fully and richly the issues, methods, and effects on kids of going to school with their own gender—and how it works. Valuable stuff!!
— Bruce S. Cooper, PhD, emeritus professor and vice chair, Division of Administration, Policy and Urban Education, Fordham University
Here is a book that offers a necessary and objective assessment of an approach that is gaining increased interest among parents and educators nationwide. Free of ideology, it cautiously adds to the knowledge base of what single-sex classes potentially can offer girls and boys while raising questions that need to be further explored.
— Rosemary Salomone, Kenneth Wang Professor of Law, St. John's University, author of Same, Different, Equal: Rethinking,Single-Sex Schooling
This excellent edited volume is a must-have resource for any educator interested in single-sex classes and education. This focused, balanced book is a must-read comprehensive introduction to the nuances, complexities and successes of single-sex classes!
— Sally M. Reis Ph.D, Interim Vice Provost for Academic Administration; Board of Trustees Distinguished Professor; University Teaching Fellow, University of Connecticut
Although single-sex schools have been around for a very long time, the US Department of Education did not formally determine their legality until 2006. Since then, they have continually grown in popularity. In this revised and expanded second edition, 11 veteran educators continue the debate on both the efficacy and the value of single-sex education. Beyond the statistical data from Africa and the US, the authors offer case studies, student interviews, and well-aimed comments on the evidence of effectiveness on student achievement. Contributors consider topics from the early history of single-sex classes in the US to current findings and their implications in the final chapters; from religious, social, and cultural contexts for gender segregation to the legal questions and cases that have dogged this topic; and from a careful examination of the cognitive and developmental differences in genders to issues of bullying and category-specific behavioral problems. Spielhagen has done an admirable job of compiling an array of articulate and interesting voices. The ten surprising conclusions in chapter 14, plus the recommendations offered there, are worth the price of the book and are must reads on this topic. Summing Up: Highly recommended. General readers, upper-division undergraduate students, and above.
— Choice Reviews