美国校长对单性别教育的态度和经验。

IF 1.8 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Richard A Fabes, Erin Pahlke, Kathrine Galligan, Adrienne Borders
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引用次数: 12

摘要

尽管缺乏支持单性别教育的科学证据,但提供单性别教育的美国公立学校的数量有所增加。然而,我们对决策者实施单性别教育的原因缺乏理解。为了解决这一差距,我们调查了美国公立学校的校长,评估了他们对单性别教育的态度和经验。来自单性别学校的67名校长和来自男女同校的193名校长参加了调查。结果表明,与男女同校的校长相比,有过单性别学校教育经验的校长往往对单性别学校教育持更积极的态度,认为它更有效,并且更经常为使用单性别学校教育提出性别本质主义的理由。然而,男女同校的校长都注意到了男女同校的问题。结论是,单性别教育不是教育改革的灵丹妙药,当实行单性别教育时,一组问题和问题被另一组问题取代。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
U.S. Principals' Attitudes About and Experiences with Single-Sex Schooling.

Despite a lack of scientific evidence supporting the use of single-sex education, the number of U.S. public schools offering single-sex education has increased. However, our understanding as to why decision-makers have implemented single-sex education is lacking. To address this gap, we surveyed U.S. public-school principals and assessed their attitudes about and experiences with single-sex schooling. Sixty-seven principals from single-sex schools and 193 from coeducational schools participated. The results indicated that principals who had experience with single-sex schooling tended to have more positive attitudes about single-sex schooling, viewed it as more effective, and more often evoked gender-essentialist rationales for the use of single-sex schooling than did coeducational principals. However, both single-sex and coeducational principals noted issues with single-sex schooling. It was concluded that single-sex schooling is not a silver bullet to educational reform and that when single-sex schooling is implemented, one set of issues and problems is substituted for another.

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来源期刊
Educational Studies
Educational Studies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
60
期刊介绍: Educational Studies aims to provide a forum for original investigations and theoretical studies in education. The journal publishes fully refereed papers which cover applied and theoretical approaches to the study of education. Papers should constitute original research, and should be methodologically sound, theoretically informed, and of relevance to an international audience. The journal is particularly interested in research that aims to inform educational practice(s) within and/or across sectors. Whilst the journal is principally concerned with the social sciences, contributions from a wider field are also encouraged. Empirically-based papers are particularly welcome.
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