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In the field of education, co-education has gained recognition as an approach that seeks to challenge gender stereotypes and promote egalitarian relationships. At the same time, the feminist perspective poses a profound critique of patriarchal structures and norms that perpetuate gender inequalities. The school institution has been represented in research from an ambivalent position: as a space for the reproduction of sexism and androcentrism, but also from the perspective of its transformative potential. This article proposes to analyse the intersection between co-education and the feminist perspective in the centres of pedagogical renewal, as these spaces question traditional educational models from a critical viewpoint that transcends the merely educational. This article is based on a case study that evaluates the extent to which seven centres of pedagogical renewal have integrated a co-educational and critical feminist perspective into their project. Based on participant observation, interviews and focus groups with teachers, families, students and management teams, it explores the social and political commitment of these schools to the promotion of gender equality, inclusion and diversity.

This study utilized a qualitative approach to learn about a co-educational housing pilot program in a rural serving, four-year regional university in the mid-south United States. Four individuals involved in the program took part in semi-structured interviews. Open coding analysis revealed four themes: sense of belonging, learning, gender and sexuality, and secrets.

Single-sex classrooms have been a topic of interest in the educational community since the No Child Left Behind Act of 2001. The academic achievement gap between boys and girls in high school is a complex and multifaceted issue that has garnered significant attention in educational research. Proponents of single-sex classrooms argue that it reduces social anxiety, physical aggression, and can close the achievement gap between boys and girls. This quasi-experimental study compared students in single-sex classrooms and coeducational classrooms of ten various Principles of Agriculture courses in Kentucky, and the influence these teaching models had on students' career interests. Key findings from this experimental study included: (a) boys in single-sex classrooms ranked their interest in the agriculture, food, and natural resources career pathway the highest; (b) the classroom structure nor the sex of the students were not influential to the gain in students interest in the agriculture, food, and environment careers; (c) boys and girls in single-sex classroom structures were influenced more than their coeducational classroom colleagues in a career interest in education and training, particularly, agricultural education. Recommendations from this study include: (a) exposing boys to careers in agricultural education early in high school; (b) prepare teachers on methodologies that limit gender stereotypes within the agriculture career field; and (c) the need for study replication along with longitudinal and qualitative research.

According to the World Economic Forum, the occupational gender gap with men dominating well-remunerated STEM careers is a key factor in the gender pay gap. However, the problem of underrepresentation of women in STEM fields is mitigated or reversed in some Eastern European and Islamic countries. This disparity suggests that cultural factors are at play. Gender-segregated schooling, which is commonly practiced in Islamic countries, is often seen as a contributing factor. However, the issue of gender-segregated education sparks much controversy. Critics argue evidence is lacking, and segregation may foster sexism and hinder social skills. In New Zealand, there is a significant opportunity to conduct research on gender segregation, as approximately 14.43% of girls and 14.35% of boys attend single-gender schools for their secondary (high school) education. In contrast to the USA and Australia, where single-gender schooling is predominantly offered by private and/or Catholic schools, the majority of New Zealand gender-segregated schools are state schools. Utilising the TIMSS 2019 dataset, our analysis revealed that girls from low socio-economic backgrounds and boys from higher socio-economic backgrounds who attend single-gender schools exhibit significantly higher mathematics and science achievement scores compared to their counterparts in co-educational settings. This success is particularly striking for girls in low socio-economic settings. Given mixed international evidence, this suggests that there must be protective factors at single-gender New Zealand schools, positively influencing these students. We examine potential factors setting apart girls-only schools to provide an explanation of our results: (1) a mitigated influence of gender socialisation practices and stereotype threat and (2) explicit messaging aimed at challenging stereotypes and empowering girls to actively engage in STEM fields.

This study examines how community partners understand reciprocity and co-education in service-learning. Twenty community partners participated in 30-minute telephone interviews. When asked to define reciprocity, participants identified the importance of communication and maintaining a two-way relationship. With regard to co-education, community partners highlighted communication, the back-and-forth nature of the relationship, and their role as a facilitator. This study will help universities and community partners increase the effectiveness and maximize the benefits of their service-learning relationships.

By looking at the relationship between workplace culture and gender identity, this research examines ways to potentially improve women's satisfaction and perceptions of female workers in this presently disadvantageous work environment in Korea. Drawing from previous criticism for having prioritized inter-group processes over particular social identities, this research uses Social Identity Theory as the main theoretical framework in two studies to structure the factors affecting workplace environment, specifically workplace culture for women and working women's satisfaction with communication. The first study applies intra-group analysis to examine the impact that the gender composition of a school has on gender identity, and it examines the relationship between organizational gender composition and women's perceptions of workplace culture by employing an experiment within a survey, which contains scenarios of an imaginary workplace, to Korean female college students (n = 439). The results demonstrate women attending women's colleges displayed stronger gender identity than those attending co-ed colleges on two dimensions of gender identity: in-group ties and centrality. The second study surveys Korean female workers (n = 171) to examine the same relationships while more deeply looking into the effects of gender composition of the workplace on women's satisfaction with communication. The main finding shows that for a sex-integrated organization, women who attended women's colleges denoted higher communication satisfaction with supervisors and same-sex coworkers than women who attended coed colleges. Implications of these findings and future research directions are discussed.

Teachers in Lady Agatha's Boarding School (Lady Agatha's) find teaching Sex and Relationships Education (RSE) uncomfortable. This paper investigates one aspect of the discomfort that they feel, namely the impact RSE has on their professional status as teachers. I use focus group data to reflect on the professional and personal location of teachers at Lady Agatha's and to explore their understanding of RSE through the recurring themes of professionalism and professional reputation as symbolic capital; deprofessionalisation and risk as symbolic violence; and the connects and disconnects between the "doxa" and "illusio" of the school. Findings suggest that by interrogating the sites of symbolic violence which generate RSE discomfort, we can start to unpick the fabric which creates discomfort about RSE, allowing both for a deeper understanding of RSE discomfort in teachers and an opportunity to address this discomfort as a barrier to RSE delivery at Lady Agatha's.

Boys and girls sit together in most classrooms, but do they interact? Based on 40-year-old evidence, coeducational classes may not be coeducational but instead segregated by gender, which may undermine student success. Our goal is to answer this question in today's classrooms. We used longitudinal data to assess gender segregation in 26 classes in 3 US coeducational elementary schools over an academic year. Third- to fifth-grade students (n = 515) from diverse backgrounds were asked how often they work with (frequency) and how well they work together (quality) with each classmate. Analyses illustrated a strikingly consistent pattern: for every grade, gender, and classroom, and across both fall and spring, students reported that they interacted more frequently with and had higher-quality interactions with same- than with other-gender classmates. Given the findings, teachers should encourage mixed-gender interactions; students likely will benefit socially and academically from these efforts.

Quality education has been emphasized by the world Sustainable Development Goal 4 (SDG4) of the 17 goals the world set to achieve by 2030. According to the twenty-first century skills, quality education obliges to equip learners to compete in the twenty-first century job market. In addition to enriching enrolment in science, technology, engineering and mathematics (STEM), leveraging of gender equity is indispensable. This study revealed and processed data to guide education policy maker's decisions that could ensure quality education. Thus, the study shall lead to shape educational practices leading to achieve SDG4 timelines. The authors studied results of the Certificate of Secondary Education Examination (CSEE) of 52 coeducations and six single-sex secondary schools in Mbeya city. Out of 52 co-education secondary schools, the researchers selected the best six secondary schools in performance and compared those to the six single-sex secondary schools. The study revealed that, the six single-sex schools outperformed co-education schools. In addition, single-sex schools were richer of girls' enrolment than coeducation schools in STEM education. Although, coeducation schools leveraged gender equity in STEM performance, but there was an acute drop of number of number of girls in coeducation schools. This study calls for awareness and seek for more insights into the acute girl's school dropouts in best-performing coeducation schools, review of educational policies so that the world achieves SDG4 by 2030. Therefore, the study wide-opens that though challenged by many, single-sex schools are decent and remains an addition to achieve the SDG4.

In this article, we describe a study in which a validated motivational survey was used to investigate the effect of working in mixed or same-gender groups on physics self-efficacy and self-reported peer influence on self-efficacy in a calculus-based introductory physics course in which women are severely underrepresented both in our sample and in the United States overall. Likely due to societal stereotypes and biases, we found that men tended to have higher physics self-efficacy and reported higher peer influence on self-efficacy than women both before and at the end of the physics course. Additionally, all students except those who worked in same-gender groups had a decrease in their average physics self-efficacy from the beginning to the end of the semester. Our findings suggest that instructors should implement classroom policies that encourage equitable and inclusive group work so that all students can thrive.

The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students' physics achievement (estimated with knowledge tests) and metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students' comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students' achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics achievement and metacognitive awareness of both boys and girls. Furthermore, the students' comments on the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended.

School Drama Classic is a co-mentoring teacher professional learning programme developed through a partnership between Sydney Theatre Company and the University of Sydney's School of Education and Social Work. Developed in 2009, this teacher professional learning programme aims to enable primary teachers to develop the expertise and confidence to use drama-rich pedagogy with quality children's literature to enhance learners' English and literacy skills. By 2021 it had reached more than 35,000 teachers and students across Australia and more recently in New Zealand. While a growing body of research has explored aspects of the School Drama programme, relatively little focus had centred on student outcomes. This article focuses on one of my doctoral research case studies (Saunders, 2019), a Year 5 class at Gungahlin Public School (pseudonym), a co-educational public school in Sydney's inner west. A range of data collection methods was employed within this qualitative study, including teacher interview (before, during and after the intervention), student focus groups (during and after the intervention), benchmarking of student literacy (before and after the intervention) and a pre- and post-programme survey for students. Richardson's (1997) concept of crystallisation was used to analyse the data. The findings suggested positive shifts in student English and literacy outcomes in the selected focus area (inferential comprehension) using drama-rich pedagogy with an episodic pre-text model.

Compulsory school-dropout is a serious problem affecting not only the education systems, but also the developmental progress of any country as a whole. Identifying the risk of dropping out, and characterizing its main determinants, could help the decision-makers to draw eradicating policies for this persisting problem and reducing its social and economic negativities over time. Based on a substantially imbalanced Egyptian survey dataset, this paper aims to develop a Logistic classifier capable of early predicting students at-risk of dropping out. Training any classifier with an imbalanced dataset, usually weaken its performance especially when it comes to false negative classification. Due to this fact, an extensive comparative analysis is conducted to investigate a variety of resampling techniques. More specifically, based on eight under-sampling techniques and four over-sampling ones, and their mutually exclusive mixed pairs, forty-five resampling experiments on the dataset are conducted to build the best possible Logistic classifier. The main contribution of this paper is to provide an explicit predictive model for school dropouts in Egypt which could be employed for identifying vulnerable students who are continuously feeding this chronic problem. The key factors of vulnerability the suggested classifier identified are student chronic diseases, co-educational, parents' illiteracy, educational performance, and teacher caring. These factors are matching with those found by many of the research previously conducted in similar countries. Accordingly, educational authorities could confidently monitor these factors and tailor suitable actions for early intervention.

Findings from a historiographic case study are reported. Qualitative data was collected from a series of interviews and cultural artifacts exploring the history of the creation of the Regis Jesuit High School, Girls Division- the first American all girls Catholic Jesuit high school. The study traces the process of how Regis Jesuit became a co-divisional campus educating both women and men in same sex classes utilizing Ignatian Strategic Planning conceptual framework that emphasizes the Jesuit concept of Magis while exploring its impact on the historical and contemporary role that women play in the Jesuit mission.

The purpose of this study was to investigate faculty members' perspectives on coeducation and reciprocity within service-learning partnerships. Participants included 22 faculty members from a variety of disciplines at a midsized private university in the southeastern United States. Faculty identified communication as well as teaching and learning practices as the two tools needed for effective coeducation. Participants emphasized giving and receiving, communication, and clarifying expectations as key factors required for reciprocity. This study can help guide faculty members in fostering coeducation and achieving reciprocity in service-learning experiences.

Nowadays, English is significantly popular among Algerian generation but not to such an extent to be used in social context. Its use is, however, limited to classroom environment except for those students who are fond of this foreign language and master it with a high level of fluency. The purpose of this paper is to highlight the status of English as second foreign language in Algeria, and how it has been injected within the educational system by taking into consideration social and cultural aspects. Education is a process and like other processes, it is exposed to several factors, some of which are aid and some others are obstructive. The type of school can be one of these factors that may affect teachers and students: Single-sex or coeducational schools. Algeria is a country that still offers different types of schools that have great impact on pedagogy and on learners' performance in the EFL context due to social and cultural impacts.

The purpose of this study is to investigate gender roles in vocational high schools. Hence, this study attempted to determine whether gender distributions in schools are influential in the gender roles of students. The sample included 423 students studying in five different types of high schools (vocational, health, multi-program, girls' vocational, and boys' religious). The study was designed in the survey model. Bem's Gender Role Inventory was used to collect the data. The results of the research revealed the differences between sex and gender roles. In addition to that, there was a significant difference in the gender role ratios of male and female students, depending on the type of high school. To conclude, gender weight in the vocational school affects gender roles, primarily vocational high schools.

Objective: Campus sexual assault (SA) prevention programs are widely implemented, despite few having strong empirical support. To inform the development and refinement of prevention programs, we collected pilot qualitative data to capture undergraduates' perspectives regarding desirable program characteristics. Participants: Undergraduates completed an audio-taped interview (n = 19) or a focus group (n = 16) in June - November 2016. Methods: We double-coded transcripts for a priori and emerging themes using NVivo 11. A third coder resolved disagreements; we assessed intercoder reliability using Cohen's Kappa. Results: Participants preferred SA prevention programming to be delivered in-person to small, coed groups of unfamiliar students. Students preferred programming with peer-facilitated, candid conversation about SA outcomes and prevention strategies. Participants also preferred for the tone of these training sessions to match the serious subject matter. Conclusions: Students' perceptions of desirable program characteristics differ somewhat from current evidence-based programs in several ways, highlighting important future directions for SA prevention research.

The function of empowerment is to equip people with the knowledge, skills, and perspectives that can sustain and improve both personal and societal well-being. Empowerment can occur by means of education, as well as by supportive programs in social work, community development, and philanthropy. Especially when intended for the poor, marginalized, or minority students, such programs should be well-focused on methods for building long-term capabilities and for strengthening societal participation. Our investigation documented empowerment methods and effects in three Islamic-based, partially state-funded, co-educational schools, one located in Yogyarkarta, Indonesia, and two located in Sydney, Australia. The study gathered individual and group accounts from teachers, academic staff, and parents at these schools. Their accounts were examined with reference to the educational precepts valued by the schools and their communities. This qualitative case-study used interviews, focus group discussions, and review of selected documents to examine the significance of education as implemented through curricula that includes moral education. The findings illustrate how such programs serve as empowerment for students toward fulfilling spiritual, economic, and social needs. Islamic moral education was seen to be embedded in many courses, including languages, arts, culture, social studies, sports, and science. This research found that there is an urgency for Islamic schools to grow their resources in order to remain viable, to provide powerless children with access to education, and to empower these students through curricular and extracurricular activities.

The main idea behind single-sex schooling is to reduce the interaction with the opposite sex for better academic, social and emotional development in a belief that this safe environment will eliminate destruction arrived created from opposite-sex classmates. In fact, single-sex schooling results in a decrease in the likelihood of attending the party and having romantic relationships at adolescence (Cardona, Kaufmann, 2017). But, does this perpetuate better outcomes in the short and long run for participants of this schooling type is an abiding interest in many studies? Debates over the pros and cons of single-sex schooling are widespread and some papers are taking an ideological stand, and holding upon polarizing views (Gordillo, 2017). Gordillo (2017) analyzed some meta-analysis studies and found that these papers did not include valuable research papers with opposing findings which give doubtful conclusions. Most of the existing studies evaluated the academic attainment of single-sex school students and comparative analyses are done to cross-analyze with coeducational students' achievement. This paper, on another hand, focuses on how single-sex school graduates find it challenging their relationship with the opposite sex in mixed-sex spaces in the post-school period. This study particularly focused upon challenges in relationships with individuals of the opposite sex at university, work-space and with the spouse. The study is taken place at Kazakhstan's educational foundations which run both single-sex and coeducational schools. Findings reveal graduates of single-sex schools have not faced significant challenges in relationships with the opposite sex at university, work-space, and spouse compared to coeducational school graduates.

Currently there is a great variety of musical styles that coexist in our society. We can access music in very different ways and with immediacy never before imagined. For teenagers, music is a key element in defining their identity, socializing and taking refuge in their inner world. This communication focuses on the analysis of songs from the Reggaeton music genre and the way in which students receive them. The co-educational proposal carried out in a private secondary school in Barcelona will be explained. Its main objectives will be, on the one hand, to foster a critical spirit in the students towards these types of songs and, on the other hand, to offer an education in terms of equality that deconstructs myths and stereotypes.

The study was carried out to assess students' creative thinking ability in mathematical tasks at senior secondary school level in Nsukka Education Zone of Enugu State, Nigeria. The study adopted a descriptive survey research design. The population of the study was six thousand three hundred and thirty (6330) Senior Secondary II (SS11) students in sixty one (61) governments' owned secondary schools. The sample size of two hundred and thirty four (234) students was drawn using simple random sampling from 6 sampled schools. The instrument for data collection was a 20-item mathematical question (problem posing and open ended). The reliability coefficient of 0.81 was obtained using Kuder-Richardson (KR-20) formula. Data collected were analyzed using mean and standard deviation to answer research questions 1 and 2 while the null hypotheses 1 and 2 was tested using t-test statistic at 0.05 level of significance. The findings of the study revealed that the achievement of students was not good enough as it is below average. It was recommended among others that students should be provided with opportunities to engage in struggling to solve mathematics problems which are ill posed or open ended. Solving such challenging mathematics problems could lead students to experience creativity in doing mathematics. The findings of the study have implications for teachers and all stakeholders of education that only creative teachers can train creative students.

The main aim of the survey was to generate data on students' views on the preferred model of accommodation and the hostel facilities at the Kapasa Makasa University Campus in Zambia. Currently, the University offers a unique on-campus accommodation. Unlike the traditional student hostel arrangement in other public Universities in the country where hostel allocation is gender-specific, at the Kapasa Makasa University, the hostels are co-education. It is only the floors that are gender-specific. The possible modification of this arrangement is to go further and make flat-lets co-education. Co-education here means mixing male and female students in hostels of floors, or flatlets. Data were collected through a five-point Likert scale that was self-administered and randomly distributed questionnaires to 300 students out of the student population of 560. In the survey, the one-way Anova test showed significant differences between students year of study on their preference for gender-specific hostels and floors. Although female students had a greater desire for living in a gender-specific hostel, when compared to male counterparts the difference was not statistically significant. For the floors the one-way Anova test showed a significant difference between students year of study on their preference for gender-specific floors. When the study asked students about the convenience of the on-campus accommodation, the majority preferred on-campus housing to off-campus model of accommodation. This preference was across gender and years of study. Currently, all students at Kapasa Makasa University stay on campus. The university offers free cooking facilities, bed space, internet, television and a fridge. There is also free transport to go into town that is 25 kilometers away from campus. The survey involved questions that sought students satisfaction or preference on different arrangements of allocating of hostel floors, and also how they value different hostel facilities and services. The next part of the questionnaire asked students to express their views on -off-campus accommodation. They complained mostly of poor water reticulation, erratic supply of electricity and laxed security.

This study aimed at investigating the effect of diagnostic testing on students' academic achievement in secondary school quantitative economics. In conducting the study, 3 research questions and 3 stated hypotheses were answered. The study is quasi-experimental employing 2x4 factorial pretest-posttest design. The sample consisted of 210 Senior Secondary 3 (SS3) economics students in the four co-educational schools purposely selected from Nnewi Education Zone of Anambra State in Nigeria. They were allocated to 3 experimental groups and 1 control group. Students' responses to two instruments titled Diagnostic Quantitative Economics Skill Test (DQEST) and Test of Achievement in Quantitative Economics (TAQE) constituted relevant data for the study. Instruments for data analysis were t-test and ANCOVA. Results of the analysis indicate a significant effect of treatment on students' achievement in favor of DQEST with feedback and remediation group only (F (3, 209) = 22.3114, p > 0.05). Gender made no significant difference on students' achievement in TAQE. Thus, diagnostic tests are effective when used with feedback and remediation. The use of DQEST with feedback and remediation in teaching and learning of quantitative economics is therefore recommended.

One way of ensuring gender equality in science education is by mainstreaming gender components into the pedagogical delivery of science instruction. Thus, the researchers in this study designed a Gender Responsive Collaborative Learning Strategy (GR-CLS) based on Universal Design for Learning (UDL) principles. The effectiveness of this instructional paradigm on students' achievement and attitude was determined in a mixed factorial quasi-experimental research design study conducted in a virtual and hands-on laboratory learning environment. Multistage sampling technique was used to select a total sample of 218 secondary school students from same sex and mixed sex schools. The six hypotheses formulated in the study were tested using Means and Analysis of Covariance (ANCOVA). Empirical findings revealed a significant difference in the mean achievement and attitude scores of both male and female students who were exposed to GR-CLS under virtual and hands-on laboratory environment respectively compared to those who were not exposed to GR-CLS. These results indicate that GR-CLS is an effective pedagogical strategy for improving students' achievement and attitude regardless of gender. Nevertheless, it was discovered that GR-CLS leads to a significant improvement in the achievement of students from same sex schools over mixed sex schools. The study, therefore, recommends the adoption of GR-CLS by science teachers in the planning and implementation of science lessons to create equal opportunities for both male and female students to benefit maximally from learning activities carried out in the laboratory.

In response to the leaky STEM pipeline, particularly for girls, many schools have introduced integrated STEM (iSTEM) programs to enable students to solve problems using skills from each STEM area and hopefully enhance their interest in continuing with STEM subjects in senior-high school and university. We investigated whether gender differences in students' perceptions of classroom emotional climate and attitudes to STEM depend on whether students are undertaking iSTEM projects as part of a multidisciplinary curriculum (S, T, E "and" M) or unidisciplinary curriculum (S, T, E "or" M) and also whether they attend a government or nongovernment coeducational school. The sample consisted of 256 students in 24 coeducational grade 7-9 classes in 8 government schools and 157 students in 12 coeducational grade 7-10 classes in 6 nongovernment schools. Whereas boys were significantly more positive than girls in perceptions of clarity, motivation, consolidation and attitudes to iSTEM in coeducational government schools, there were no significant gender differences in coeducational nongovernment schools. Students of both genders in government schools were significantly more positive about all aspects of classroom emotional climate and attitudes than students of both genders in nongovernment schools, even after controlling for socioeconomic status. Also, females were slightly more positive about classroom emotional climate and in their attitudes in multidisciplinary STEM classes in government schools. This study suggests that multidisciplinary STEM classes could motivate girls to pursue STEM subjects in senior-high school and at university.

The question of whether single-sex or co-ed schooling has any impact on students' attitudes toward science is highly contested and warrants research from all corners of the world. This study adds to our current knowledge by investigating different attitudinal indices of Grade 9 science students (N = 356, M[subscript age] = 14.5 years) in single-sex and co-ed schools in terms of involvement in science instruction, enjoyment of science, value of science, engagement in practical work, influences of family, teachers, peers, and friends, interest in, and confidence for future participation in science. A total of 356 questionnaires was completed using a 43 Likert-type attitude questionnaire, and these served as the basis for data analysis in the study. The analyses indicated a relationship between gender and school type on students' attitudes toward science across all seven attitudinal dimensions examined. The findings revealed that: (a) attitudes toward science among students from co-ed schools were significantly lower than those of single-sex schools (p < 0.001) and (b) compared to boys in co-ed schools, girls in single-sex schools had a similar attitude toward science in terms of enjoyment, confidence, and future participation in science, and they were more engaged in science activities such as displaying experiments or doing small group activities. The findings also show that, in addition to students' personalities, gender, and other factors, there is a school factor involved in shaping their attitude toward science.

Recognition of diversity and special educational needs within the contemporary educational system is regarded as a significant practice which promotes accessibility and full participation for all. The purpose of this study is: (a) to propound all the important parameters related with coeducation between typically and non-typically developed children within the elementary school, and (b) to infer useful conclusions concerning the attitude, knowledge, and capability of Greek elementary school teachers regarding inclusive co-education. In the current study, the aspects of 303 teachers from the Epirus Region, Greece, were analyzed on issues concerning co-inclusive education and educators' retraining. The educators state that they are due for support in order to correspond to all students' needs in the general school. They correlate co-inclusive education with the retraining of the educators as well as with the collaboration between all members of the faculty.

The study investigated school characteristics and enrolment trend in upper basic schools in Akwa Ibom State Nigeria from 2008-2016. Two research questions were answered while two null hypotheses were also tested. The study adopted a descriptive survey research design. Census technique was adopted in selecting all the 227 public upper basic schools in the area of study. An instrument tagged "School Characteristics and Enrolment in Upper Basic Schools Checklist (SCEUBSC)" was used for data collection. Descriptive statistics (percentages) was used to summarize data relating to the research questions, bar chart was used for illustrations of the enrolment pattern while independent t-test was used to test the two null hypotheses at .05 alpha level. Findings revealed that enrolment in upper basic schools in Akwa Ibom State was high in single-sex schools and boarding schools, while it was low in mixed-sex schools and day schools. Based on the findings, it was concluded that there was an upward trend in enrolment in all the schools from 2008- 2013 and a downward trend from 2015-2016. It was recommended among others that research allocation in terms of personnel and infrastructures should be evenly distributed across the state as these will reduce rural-urban migration.

Informal STEM education programs have become venues wherein girls can improve their sense of belonging and potential success (STEM identity) through interactions with role models and seeing how STEM fields are relevant to them. Despite decades of advocacy for single-sex programs' role in improving girls' STEM identity, few studies have found definitive results. To explore the role that a single-sex environment can have on adolescent girls' STEM identity development, this study compares participating girls' STEM identity from pre- to post-test using linear regression and hierarchical linear modeling to determine whether participants have a larger identity growth in an all-girls informal STEM education summer camp (STEM GIRLS) or a co-educational informal STEM education summer camp (STEM STARS). Results indicate that STEM Self-Efficacy and STEM Identity are positively correlated, however, the model is currently incomplete and could use more clarity to determine the role one plays on the other. Despite this, our study indicates the value in addressing self-efficacy by giving girls opportunities to struggle through challenges. This study also found that both camps were similarly beneficial in impacting STEM Identity and STEM Self-Efficacy, further supporting research that highlights the gendered aspect of the camp is less impactful than the practices used.

Education is a dynamic process, which involves imparting knowledge, generating interests and curiosity, inculcating desirable attitudes and values and developing essential skills required for the independent study. The environment influences the academic achievement of the students, the investigator, tries to find out the impact of school environment factors on achievement. The survey method was employed and selected the Vellore educational district for this study. The investigator has used a stratified random sampling technique for selecting a sample from the population. The sample consists of 300 students found that secondary students have a high level of the school environment. It is found out that there is a positive relationship between the school environment and academic achievement. To achieve a high level, efforts must be taken to strengthen the school environment.

Purpose:In an attempt to explore item characteristics that behave differently between boys and girls, this comparative study examines gender Differential Item Functioning in a school culture that is noted to be 'thriving' mathematically. Methodology: Some 24 grade eight mathematics items from TIMSS 2003 and TIMSS 2007 released items, with equal number of computation and word problem items were administered on 460 boys and 445 girls studying in Grade Eight from three secondary Chinese-medium coeducational schools. Word problem items were defined as items set in a real-world context. Content validity was established by constructing a table of specifications. By employing the software WINSTEPS version 3.67.0 that is based on the Rasch Model for dichotomous responses, Differential Item Functioning analysis was conducted by using Mantel-Haenszel Chi-square method. DIF items were flagged when the Mantel-Haenszel probability value was less than 0.05 and classified as negligible, moderate or large DIF based on the DIF size suggested by Educational Testing Service DIF category. The focal and reference groups were girls and boys respectively. The main delimitation was substantive analysis by using expert judgment was not conducted to identify biased items. Findings: Using Mantel-Haenszel chi-square, two moderate DIF items that assess subtraction favoured girls. They assessed "Knowing" from topics "Whole Number" and "Fraction". Sources of DIF are linguistics density and item presentation style. The findings suggest that with only two moderate DIF mathematics items, there is insufficient evidence to suggest that the mathematics items functioned differently between boys and girls in school culture noted for successful mathematics learning, even though linguistics complexities of the test language cannot be ignored. Significance: While constructing Mathematics multiple choice items, careful considerations need to be given in selecting suitable numbers in composing the content of the item so that, only the correct algorithm would produce the correct answer 'if and only if' those numbers are used. The modest results of detecting two moderate DIF items nevertheless inform national testing agencies and teacher educators on the principles of building fair items as a part of their test improvement practice in the 21st Century. The novelty of this study is that gender Differential Item Functioning was studied in the context of school culture, which is notable for successful mathematics learning.

Multiple studies have studied and hinted towards different flaws in teaching and learning: limited resources (Dahar & Faize, 2011; EdQual, 2007; Naseer-ul-Din, Iqbal, Khaleeq, & Rehman, 2010; Soomro, 2009); low/poor quality teaching and teachers and lack of proper professional teaching standards/accreditation (Government of Pakistan, 2009a, 2009b), corporal punishment (Government of Pakistan, 2007; Sarwar, & Hussain, 2010; The Express Tribune, January 14th, 2012), ineffective professional trainings (Ahmed, Azeem, Khalid, Farrukh, Ahmed, & Ahmed, 2012; Gujjar, Bajwa, Shaheen, & Rehman, 2011; Mehrunnisa,1998; Saeed, 2007; UNESCO, 2011- 12), uncompetitive traditional teaching (Hussain, Ahmed, Muben, & Tariq, 2011; Nazir & Naqvi, 2012), erroneous examination system (Hoodbhoy as cited in Christie & Afzaal, 2005), no difference between trained and untrained teachers (Khurshid, 2008) etc. Therefore, we empirically investigated the assumption whether existing teaching fails to inculcate the required knowledge and comprehension of the curricula among learners. This study, from learners' perspective, assessed the effects of professional teaching of chemistry on students' learning outcomes against the criteria of B.Ed. at public secondary schools in Pakistan. They professional teaching aspects were: general professional teaching skills, lesson planning, teaching methods, audio-visual aids, students' classroom activities and formative assessment, and course coverage of theory and practice. We collected quantitative data through self-developed questionnaire of 70 items using stratified sampling of 350 students from boys-only, girls only, boys in co-education, and girls in co-education across rural and urban schools. A panel of experts and pilot testing refined the tools. The overall Cronbach alpha value was 0.9 and 0.8 for professional teaching and test-items respectively. Descriptive statistics revealed the failure of existing professional teaching of chemistry because chemistry teachers mostly used dictation of questions and answers and somewhat lecture method; they did not plan for their lessons; they used only black-board as audio-visual aid; copying or writing questions and answers remained dominated as students' classroom activity; seldom question-answer remained formative assessment tool; and practical component remained untouched mostly. Multiple linear regression analyses revealed that the laboratory experimentation, audio-visual aids, chemistry theory, and teaching methods strongly predicted students' test-scores (R= 0.645) with 41.7% surety. however, demographic variables: students' favorite subject, home study, parents' income and students' gender weakly predicted learners' test-scores. Independent samples t-test and ANOVA analyses revealed that students devoting more time to home-study and tuition especially in natural sciences, students from separate boys-only and girls-only schools, and from parents with higher earning and rank got significantly different and better test-scores; however, gender and parents' education had no significant differences. We presented feasible and realistic recommendations.

It has been almost twenty years since Namasagali College, a co-educational secondary school in Eastern Uganda, staged its last performance, yet the memory of these musical theater productions are recalled with the nostalgia of a lost renaissance. These transdisciplinary productions that utilized modern dance, acting and mimed songs transformed the education of students from the Freirian 'banking system' into a liberating educational experience where students participated in the co-creation of these theatrical works. With Father Damien Grimes, Mill Hill Missionary from Wales, at the helm, more than 25 productions were staged during his years as headmaster (1971-2000). What Grimes never lost sight of was the performing arts pedagogy he initiated, which transformed the school into a self-made institution of hope despite the political instability that impacted the school throughout his tenure. This paper investigates the questions of agency, innovation and the role of performance in the self-fashioning of a liberated feminist self among the female students of Namasagali. Drawing on interviews from former students and teachers, this article will discuss the notion of solidarity among students within a modern dance world view as practised in a post-colonial education system.

In many countries, sex equality is an essential aim of physical education (PE) curricula, while the PE grouping practices are widely hetero-normative. As far as there is a discrepancy between the curricula and practice, equality will not fully take place. This study examined the associations between PE teachers' perceived teaching efficacy (student engagement, instruction, class management) and preferences for single-sex (i.e. juridical sex) vs. coeducational grouping in PE. The analysis, based on a cross-sectional online survey of 175 Finnish PE teachers, showed that higher perceived class management was associated with the stronger preferences for single-sex PE. Associations of teacher's age and teaching experience with the preferences for coeducational vs. single-sex PE showed considerable heterogeneity. PE teachers' teaching efficacy, especially in class management, for teaching diverse groupings of students could be improved through in-service teacher training in accordance with the national curriculum.

In this paper we study the effect on the math gender gap from attending a coeducational school with single-sex classrooms versus attending a school with coeducational classrooms. That is, we compare the performance of girls versus boys within schools with single-sex classrooms compared to the performance of girls versus boys within schools with coeducational classrooms, using a difference-in-difference approach with school fixed effects. In line with the results of the previous literature that has found positive effects for female students, we find that coeducational schools with single-sex classrooms reduce the math gender gap by more than half. The effect is consistent with an increase in the math achievement of female students with no decrease in the achievement of male students. Finally, this effect is not driven by teacher characteristics or student-teacher gender matching, but it seems to be driven by how female students respond to the gender composition of the classroom.

This study inquired into the effect of single-sex schooling on achievement of female adolescents. It used national examination data of 4,787 Polish female students (10 cohorts) attending single-sex and co-educational Catholic schools. We tested two sets of partially contradictory predictions derived from two different theoretical models explaining how and why achievement of female students in the two types of school may differ. The results of cross-classified random-effects regression models showed that after controlling for initial student and school differences female adolescents attending all-girls schools scored higher on the lower-secondary school exam in science and the humanities in comparison to those who attended co-educational schools. However, the difference was statistically significant only for science. The results were fully consistent with neither of the two adopted theoretical models, although provided more support for the one drawing upon peer effects. Although the effect of 17% of the exam scores standard deviation could be considered small, it appeared in the results of a high-stakes exam. Since the examination results were the main criterion for admission to the next-stage school, attending an all-girls school might significantly affect future educational career and job opportunities of young women.

The present action-research study explored the experience of a co-educational class in a context where it was a total educational novelty. Generating data from a number of sources before, during, and after the course, the study portrays how the participants experienced initial challenges followed by mutual adaptability toward the end of the course. The findings of the study indicate how the experience has been culturally emancipatory with regard to bringing about reorientations in the learners' perceptions about the other gender. Particularly, the findings showed that the learners gradually developed a perceptual understanding regarding the social status of the other gender, mediated by the opportunities provided during the course that facilitated developing such an understanding. The study also demonstrates that the experience of this action-research study brought about relevant changes in the policies of the school and its transformational potentials for the participating learners' future careers.

The study assessed effects of problem-based learning approach on senior secondary school students' practical skills in chemistry and the role of school type as a moderating variable. A pretest, posttest control group quasiexperimental setting with non-equivalent groups design was adopted. A total of 124 students (54 from coeducational and 70 from single-sex) of federal government colleges in Lagos and Oyo states of Nigeria participated in the study. A 33-item Chemistry Manipulative Skills Scale (CHEMMSS) with Cronbach alpha of 0.87 was used along with the treatment manuals as instruments. Findings show that students exposed to problem-based learning approach performed better in practical chemistry than those taught using conventional method. The result also revealed that students from single-sex colleges had higher mean score gain in practical skills in chemistry than those from coeducational colleges. Chemistry teachers are therefore enjoined to adopt problem-based learning approach in the teaching of practical chemistry and that teachers in coeducational schools should motivate and encourage their students so as to benefit meaningfully in the approach.

The qualitative study investigated the cultural adjustment experiences of Saudi Women International Graduate Students studying for the first time in a mixed-gender environment in the United States. Questions for the study invited the Saudi women to share prior expectations about coming to study in the United States compared to the reality of their experiences as international students. They discussed what they most and least enjoyed about studying and living in the US cultural differences, acculturative stress, and cultural adjustment at different time periods, English proficiency, social support, and communication/relationships with Americans. Themes emerged from the qualitative data analysis coding process that indicated their acculturation process within the psychosocial and academic contexts was most impacted by the significant influence that the female student's cultural identity had on the experience of being in a non-segregated, mixed-gender social and academic environment for the first time.

Despite the rapid growth in international schooling worldwide, little attention has been paid to understanding why parents choose this kind of schooling and what they believe their choice has meant for their child. Most saliently, the extant literature has not considered the views of Arab parents, although a number of GCC (Gulf Cooperation Council) countries are seen as hubs of international schooling. This study explores international school choice in the Kingdom of Bahrain. Drawing on survey and interview data from Bahraini parents whose children attend international schools in Bahrain, this paper contributes to school choice literature, exploring what the parents see as the consequences of their choice. The concepts of acculturation strategies (Berry, 2003; Berry, 2005) and school choice as a technology of subjectification (Leyton & Rojas, 2017) are used to understand the social meaning of these parental decisions.