The effects of single-gender math classroom activities on the achievement and behavior outcomes of fifth-grade girls and boys at a public elementary school

Author

Erik P. Chaussee, University of Nebraska at Omaha

Date of Award

2-1-2012

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational Leadership

First Advisor

Dr. Peter Smith

Second Advisor

Dr. Kay Keiser

Third Advisor

Dr. Neal Grandgenett

Fourth Advisor

Dr. John Hill

Abstract

The purpose of this study was to examine single-gender schools and/or classes as a method of improving student achievement and gaining greater satisfaction in school. The paper will further examine the effects of single-gender classes on student achievement, the academic gender gap, and the attitudes of students and teachers. It will also look at the legal implications of such a practice. In addition, it will examine a variety of school district's past methods and structures in order to implement a single-gender school or single-gender classes within a coed school including other programs within schools.

Comments

A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2012 Erik P. Chaussee.

Recommended Citation

Chaussee, Erik P., "The effects of single-gender math classroom activities on the achievement and behavior outcomes of fifth-grade girls and boys at a public elementary school" (2012). Student Work. 3473.
https://digitalcommons.unomaha.edu/studentwork/3473