Dania Jaser. Educational Psychology 2242. Kristen Kwasny.

Gender Separation in schools and colleges is good, as studies have proved that girls and boys learn in different slipways. According to a research by Dr. Leonardo Sax, the brain of girls and boys work differently, thus they must be taught in distinctive ways. Merely separating the girls and boys in classrooms may not be the right solution, yet when the teachers gear their teaching tactics specific to the gender, it really yield results. Studies also prove that both the gender learn in different environments(GreatSchools, 2014). Where the girls learn far better when the classroom temperature is warm. On contrary, the boys show better performance in cooler classrooms. Moreover, Single- six educational institutes can also provide a broader horizon

There are multiple reasons why Kelley King, Michael Gurian and Kathy Stevens are on the pro side. For one reason, they believe that the differences exist due to boys being more interactive with certain topics and methods that don’t usually interest girls or vice versa. For example, the Wamsley Elementary School in Rifle, Colorado has both boy and girl students. However, in the past, the girl students over accomplished the boy students due to the school staff being more experienced in understanding how to teach girls than understanding how to teach boys. So, the school focused on teaching the boys with their own learning styles that are also girl friendly such as online courses. The result of this was successful as boys became more accomplished than they were from before. (Pages 147 – 148).

When it comes to the classroom, there are several differences between girls and boys. There are physical differences in the way their brains work, differences in the room temperature that is best for boys and girls, and differences in how girls and boys respond to various tones of speech (Sax, 2006). While girls prefer soft-spoken teachers, Sax (2006) notes that boys prefer to be spoken to “loudly and in short, direct sentences with clear instructions” (p. 195). According to Sax (2006), “the ideal ambient temperature for boys is about 69 degrees and about 75 degrees for girls” (p. 193-194). Further differences involve how boys and girls learn. McNeil states that “boys may learn better under pressure and when allowed to move around...while girls may perform better in group situations and with a lot of encouragement” (McNeil, 2008). Because of these many differences, it would stand to reason that boys and girls would benefit from being in separate classrooms. According to Hughes (2007), “the teacher would be able to concentrate on the learning-styles of each sex and use the styles to bring out the academic best in each students. Lessons and activities could be designed with a single-sex in mind” (p. 11). As Principal John Fox states, “the single-sex environment enables you to actually focus on the particular needs of each gender, and those needs socially and

Did you know that single-sex classrooms are the worst classes ever? Over the past decade, single-gender classrooms have been opened in at least 230 schools in the rural, suburban, and the urban areas. Single-gender classrooms are classrooms where either young girls’ are in one class together, or young boys are in another class together. Single-sex classrooms were created because studies showed that boys and girls learn differently and they could benefit from being in a classroom with peers to whom they can relate. Since 2008, single-gender education has been the key to improved educational performance among boys and girls throughout the years. Today, gender differences among girls and boys are steadily rising in the classrooms they are in,

Public education came about from primarily single-sex education for boys to mostly coeducation before the early 1900’s. In the early beginnings of America, only boys had access to formal public education. Girls were usually only educated in their homes. The integration of coeducation began with girls being allowed in the elementary schools. In the mid-1800’s there was almost an equal number of girls as there were boys attending these elementary schools (Steptoe & Arbor, 2004). In the early introduction of coeducational schools there was much debate as to whether or not these school settings were acceptable and whether or not the girls could physically and mentally handle public schools with boys. There was also the belief that boys’ learning

After observing a school in Florida, the faculty learned that separating the boys and girls improved test scores immensely, and the scores are continuing to improve. Over 80% of students are now passing the tests now that they are learning in classrooms with their own gender. The improvement in test scores and the learning environments will benefit the students and help them succeed more in taking their tests.

Many proponents of single sex schools say that kids develop their mind and brain better, but actually this is actually false, and in truth kids develop better in co education. In a Washington Post article, “the idea that kids develop social skills better is laughable to many leading neuroscientist and behavior specialists”. When children are put into classes together, the social interaction stimulates the mind to grow, and prepares them for the real world.

Imagine a school classroom with commotion and people talking loudly. Most likely the picture was boys and girls, co learning in a classroom. Many people think this would be a normal classroom, but fortunately this has not always been the case. Classrooms have evolved greatly in the since of boys and girls gaining the “same and equal” education. With recent research and trials, this has been proven not to be the case. Single-gender education produces better results than coeducational classrooms.

There have been many research reported that students are more focus on academic in single-sex schools. According to research analyzed by Haag , African American and Hispanic American students that attend single-sex Catholic Secondary schools scored higher on standardized tests than peers in co-educational schools. Girls and boys will always be different. In single-sex school, developmental paths of single-sex and the sex preference, capability and learning pattern are able to direct by the teachers (Starr 2002). Separate gender schools allow teachers to organize the classes’ size, classes’ environment and learning styles that fit the sex most perfectly. A survey carried out found

There is a vast region of differences set in how girls, and boys learn differently; with schools using this information they are able to empower and better educate their students. Peter Meyer makes this a key point to bring up in: “Kathy Piechura-Couture, a professor at the Institute for Educational Reform at Stetson University in Deland, Florida, has studied children at the Woodward elementary school in Deland, which has had separate classes for boys and girls for three years. She concluded that boys and girls are different enough that they demand, or should be offered, separate schools. "We looked at gain scores and concluded that there is a significant difference for boys when put in separate classes," says Piechura-Couture. Over the years, she explains, other researchers have discovered a significant number of differences between boys and girls that affect their learning abilities at any given

In 2006 federal legislation allowed public school districts to create single- gender schools and classrooms for their students. That was a wise decision considering single sex schools have been proven to benefit students. Although society insist that coed school is a superior learning style and is key to getting better grades they are wrong, single sex schools actually have a better history with the educational performance of their students and due to that their students are acknowledged to obtain a more profound career path.

Single-sex education is an old approach that continues to gain momentum in today’s society. The concept has existed in many private schools, but it is a new system of education for public schools. Single-sex education advocates often cite learning differences as evidence for the benefits of separating male and female students in the classroom. However, other experts suggest that segregating by sex can increase gender stereotyping. Essentially, effective teaching depends on the engagement and excitement of students regarding certain material. While it may be easier for students at single-sex schools to participate in class and succeed academically, the real world is not composed of one sex. Additionally, co-educational schools offer more diversity and a realistic social ecosystem. However, students may become distracted by the opposite sex, hindering their academic successes. “Single-sex education: the pros and cons” by Kristin Stanberry and “Research Spotlight on Single-Gender Education” are two articles that pinpoint the advantages and disadvantages of single-sex education. Ultimately, single-gender education is better than co-educational education because teachers can use techniques geared towards a specific gender, the educational prospects for girls and boys widen, and distractions are limited.

Single-gender schools are not proven to be more academically successful. "Single-gender education does not educate girls and boys any better than co-ed schools, according to research published by the American Psychological Association analyzing 184 studies of more than 1.6 million students from around the world," (Single-sex). Having single-gender schools will not change the way student, learn and do work. "Based on my experience, I don’t think it makes much of a long-term difference whether boys and girls go to school together," said Brooke Tasovac who has gone to a single-gender school before, (Tasovac). Co-ed schools make big differences, unlike

According to Mercer, teen boys and teen girls are extremely different, these gender differences, in turn, leads to different treatment and outcomes for males and females. Yes, Mercer believes there are fundamental differences between the two genders, but she doesn’t agree with the contention, that students who attend single-sex schools have a scholastic advantage over students who attend co-educational schools. Mercer doesn’t agree with this claim because it’s exceptionally challenging to document, whether males and females have different academic needs and abilities. Mercer states that a 2005 study by The United States Department of Education found that single-sex schools and co-educational schools were equivocal. There’s essentially no

But during the 19th century,this begin to change.The industrial revolution had developed into full blossom ,the consciousness of self and equality increased.Women awakening followed.Due to the pursuit of gender equality and social progress,coeducation became universal.According to Cornelius Rordan,”By the end of the nineteenth century ,coeducation was all but universal in American elementary and secondary public schools . And by the end of the 20th century ,this was largely true across the world.Wiseman shows that by 2003 ,only a few countries across the global have greater than one or two percent single-sex schools . But there are exceptions where the percent of single-sex schools exceeds 10percent: Belgium Chile, Singapore, The United Kingdom, HongKong, Israel, NewZealand ,Australia,Korea,and most Muslim nations.(C.Riordan The Value of Single Sex Education) It seemed that single sex schools were not popular any more.However,recently,people found that brain structures differ between girls and boys .Considering the differences between girls and boys ,single sex schools may perform better in the