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Is single gender education still useful? essay
Influence of the Renaissance on education
Is single gender education still useful? essay
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Schools in England are very old; schools have been founded since the Roman occupation of Britain, after Roman schools disappeared. New school was established in 597 by St Augustine. Viking invasions formed bad factor against schools in England. Schools rose again in spite of continued invasions (Gillard, 2011). Schools were expanded and developed during the period between 1100 and 1500, the English Renaissance positively contributed. Elizabethan I’s period (1558-1603) witnessed a revolution in education and school system. In the year 1800, and after, educational theories developed and schools took modern form. The schools are majority single sex schools (male schools) until the ninetieth century; female students start to enter these schools. Modern educational school system can be classified into two main categories: co-education schools and single sex schools, the latter might be described as single gender education; it is the implementation of education to one-gender pupils either males or females separately, in several societies this separation due to religion or tradition causes. The single sex schools were dominant until the 19th century, where coeducation start and expand. Coeducation (mixed sex education) it might be described as, mixed gender education; it is the education where male and female students study together in the same classes and buildings or schools, in the end of 20th century coeducational education becomes the dominant schooling system. Coeducational system is the dominant system in most UK schools (Department for Education and Skills, 2007). The essay attempts to assess the issues of coed schools, in comparison with single sex schools. The main argument for applying single sex schools is considered firstl... ... middle of paper ... ...ide Web. Accessed 8 May, 2014 from http://dx.doi.org/10.1080/03057640902903722 Single sex education (2013) Available from World Wide Web. Accessed 26 May, 2014, from www.ukboardingschools.com/advice/single-sex-education/ Skelton, C. (2010) ‘Gender and achievement: are girls the “success stories” of restructured education systems’, Routledge, Educational review [online], vol. 62 no. 2 Available from World Wide Web. Accessed 8 May, 2014 from http://dx.doi.org/10.1080/00131910903469536 Tobias, L. (2013) ‘Single Sex or Mixed Schools?’. Available from World Wide Web. Accessed May 26, 2014, from http://www.gettherightschool.co.uk/single-sex-mixed-schools.html Younger, M. et al (2005) Raising Boys Achievement, University of Cambridge Faculty of education. Available from World Wide Web. Accessed 10 May, 2014, from https://www.education.gov.uk/publications/.../RR636.pdf
Sadker, Myra, David Sadker, and Susan Klein. "The Issue of Gender in Elementary and Secondary Education." Review of Research in Education 17 (1991): 269. JSTOR. Web. 14 Mar. 2012.
Because young boys are more active they often are disciplined, while girls are often quieter and naturally become a teacher’s favorite. This causes problems because classrooms naturally become more attuned to a girl’s style of learning, leaving young boys behind in the classroom from an early age. “Boy Problems” by Ann Hulbert goes into detail over the increasing “gender educational disparity.” Hulbert gives the reader useful information about how and why men are falling behind and the increasing gender differences in education. When fixing a problem one must first realize the problem exists. Now that the problem has come to light, action must be
Some see the importance of giving girls the same opportunities as boys, and some do not. Matt Forney discusses his views in his article “The Case Against Female Education” where he urges readers to stop women from going to college. In contrast, Chima Madu hopes to sway his audience to support women in his article “Why We Should Support Girls’ Education”. Both works discuss the importance of girl’s education from different points of view and use similar strategies to present their views to their audience. The basis of Madu’s rhetorical strategies are more sound and appealing to the reader and provide a strong support for his argument; while, Forney’s argument is backed by less developed strategies that incite readers but provide no evidence.
Women alike are disadvantaged by being taught less than boys do in the same school system as her. She discovered that the differences can be seen through the funding practices where the boy’s school had a permanent external source donating towards them, the girl’s school relied solely on their tuition. It is also apparent in the courses provided, where the girls were to take home economics and typing labs where the boys were provided with more intelligent subjects such as
Education was sex segregated for hundreds of years. Men and women went to different schools or were physically and academically separated into “coeducational” schools. Males and females had separate classrooms, separate entrances, separate academic subjects, and separate expectations. Women were only taught the social graces and morals, and teaching women academic subjects was considered a waste of time.
Following the author's main points in the article, she brings up a multitude of convincing arguments as to how the current education system is flawed and should be changed in regards to more of a handicap for women rather than allowing men gain. Also, she too admits how having a larger female student body isn't necessarily a good thing. In which formal gatherings and school events are too skewed in the gender spectrum. Therefore, the author criticizes herself in which schools should allow more female acceptances but in doing so, will also bring those prestigious colleges
Lee, V. E., Marks, H. M., & Byrd, T. (1994). Sexism in Single-Sex and Coeducational Independent Secondary School Classrooms. Sociology of Education, 67(2), 92-120.
Most students are against the same school. They want to flirt with the cute guy in math or ask the shy girl in history for a pencil, even if they already have one. Same-sex classrooms provide a multitude of benefits, because they promote better behavior, higher grades, improved self-esteem, and are able to cater to a student’s needs. The same classes make it possible for teachers to cater to student needs in a more efficient way. In general, boys benefit from hands-on learning, but girls benefit from calm discussions (Mullins 3).
The proponents of single-sex education argue that boys and girls have differing needs and that their styles of learning are different. Education which respects personal differences must take this into account. ( Mullins 124) Single-gender schools seem logical, than, to a public that accepts that gender differences are real and likes the idea of expanding choices. (Silv...
The first all female schools began in the early 1800’s. These academies favored more traditional gender roles, women being the home makers and the men being the bread winners. The first generation of educated women was the result of single-sex colleges in 1873. Wendy Kaminer, an investigative journalist, states that “single-sex education was not exactly a choice; it was a cultural mandate at a time when sexual segregation was considered only natural” (1). Women of this time were technically not allowed to attend school with males. Feminists of this time worked hard to integrate the school system and by the early 1900’s, single sex classrooms were a thing of the past. In 1910, twenty-seven percent of colleges were for men only, fifteen percent were for women only and the remainders were coed. Today, women outnumber men among college graduates (Kaminer 1). After all the hard work of early feminists, there are thousands of people today who advocate bringing back the single sex classroom.
Some people think that single sex schools are good because girls and boys feel free to talk, ask and raise their hands without being made fun of, "The theoretical approach termed 'girl power' argues that girls lag behind boys in some subject in co-ed classrooms." (predit, 2014). However, Single sex schools are very bad because it affects children attitude, they will find difficulty in communicating with their colleagues in college as they were secluded and didn't interact with other sex in school. Boys and girls should know from a young age how to deal with the opposite sex, instead of facing that when they become adults, and don't have experience on what to do. Students in single-sex classrooms will one day live and work side-by-side with members of the opposite sex .Educating students in single-sex schools restrains their chance to work helpfully and cooperate effectively with parts of the inverse sex. "It is not long before the youth of today will be the parents, co-workers and leaders of tomorrow" (strauss, 2012). "Anything we organize along any variable, if we're saying boys he...
Leonard Sax notes an important distinction when describing quality schools. In an interview with Blah blah balh, he recites the positive effects of a single-sex school on the success of men and women. However, he admits the reality that various qualities of a school cannot determine the academic achievement of its students. As a simple example, he prefers sending a child to a good co-ed school than to a bad single-sex school. As his point demonstrates, and many other education reformers agree, modifying one aspect of a school will not yield results elsewhere. Consequently, there are solutions for any circumstances, but there is no single solution that ensures success.
Pahlke, Erin, J.S. Hyde, Mertz, J.E. “Effects of Single-Sex Compared With Coeducational School on Mathematics and Science Achievement: Data From Korea.” Journal of Educational Psychology 105.2 (2013): 444-452. EBSCO 18 February 2014.
Finally, there is no one sex school is going to be right for every student. There are many advantages and disadvantages mentioned in that essay before. But it's thought all over the world that the coeducation is preferred worldwide. About 90 % of schools all over the world are stuck to co-education. Mixed-sex education has achieved higher success rate. They also graduate students who are settled emotionally and able to deal with the real society. "There are not any dominant blessings for single-sex schools on academic grounds. Studies all over the world have failed to expose any major variations.'' - Academician Alan Smothers, director of education and employment analysis at the University of Buckingham 2011.
The teacher tossed a Styrofoam basketball to the outstretched arms of a fifth grade boy. Catching the ball was the incentive for the boys to point out missing conventions in a paragraph. The teacher projected a paragraph on the board with omitted punctuation for the students to add. The other boys in the class watched him as he went to the board to add the missing comma and then tossed the ball back to the teacher. A few seconds later, other arms shot up in the air to point out other missing conventions (Stotsky). A simple incentive of competition for the boys made them enjoy learning and actually got them to participate in class. Although single-sex classrooms can develop stereotypes for both genders, separating boys and girls can be beneficial for the students. Single-sex classes are more effective because they raise test scores, create fewer distractions, and make kids interested in school.