Gender-Separated and Mixed-Gender Classrooms and Middle School Students' Achievement and Classroom Behavior

• In Event: 33.050 - Inquiring Into Classroom Management: Diverse Views and Approaches

Abstract

Examined gender segregated middle school English/Language Arts (E/LA) classrooms--103 primarily Caucasian, eighth grade students in all female, all male, or mixed gender classrooms. Oral reading fluency, reading comprehension, written expression, disruptive behavior, and on-task-behavior were measured. All female classrooms demonstrated significant improvement in the areas of reading comprehension and on-task behavior. Correlational analyses were also conducted. Implications for classroom management and engaging students in instruction are highlighted.

Authors

• Cheryl Leigh Somers, Wayne State University

• Vince Gigliotti