A study of the effects of school size and single‐sex education in English schools

Spielhofer, Thomas; Benton, Tom; Schagen, Sandie

doi:10.1080/02671520410001695407

Cited by 31 publications

(30 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The predictive power of the models appeared to support that assumption since none of the regression models gained R 2 greater than .23. Furthermore, the findings presented by Spielhofer et al (2004) suggest that school size is associated with the proportions of ethnic minorities in the school, which may imply that the proportion of minorities in schools by itself does not affect students' outcomes as it may well be only a marker.…”

Section: Discussionmentioning

confidence: 83%

“…Yet, lower achievers (no UE) from single gender schools were more likely to apply to the university than their counterparts from coeducational schools. The literature on the effect of single gender schooling on participation in higher education is inconclusive (Baldwin 1990;Fuller 1995;Lee and Marks 1992;McEwen et al 1997;Spielhofer et al 2004). Nonetheless, Baldwin (1990) suggested that the differences in student enrolment in higher education from different gender-type schools was more attributable to the SES of the students' families than to the type of schooling they had experienced.…”

Section: Discussionmentioning

confidence: 93%

“…This apparent contradiction could be an example of contextual difference as noted above (US versus NZ schools) or, more likely, is due to the different methods of analysis used in each study. For example, Lee and Smith's (1997) finding of non-linear association between school size and achievements was echoed in the UK by Spielhofer et al (2004). Both studies though used linear regression models.…”

Section: Discussionmentioning

confidence: 93%

See 2 more Smart Citations

Individual and school factors affecting students’ participation and success in higher education

2008

View full text Add to dashboard Cite

The purpose of this study is to identify school factors that affect students' achievements at the secondary and tertiary levels of education. The analysis included data of 9,894 students who studied in Auckland regional secondary schools in 2004. The results indicate that, although student demographic characteristics are associated with students' pathways and achievements, schools' demographic composition did not affect student outcomes. It was found, however, that schools' organisational factors do have an effect. At the university level, none of the schools' characteristics was related to students' achievements at the higher end of the achievement scale (GPA C 4). However, students from private or state-integrated schools were found to be more likely to achieve low GPA (\2) than students who came from state schools. In conclusion, it is suggested that interventions targeting at-risk populations based on demographic factors should focus on individuals or groups rather than on institutions; while school-based interventions should identify the schools by their structure and function rather than by their demographic characteristics.

show abstract

Section: Discussionmentioning

confidence: 83%

Section: Discussionmentioning

confidence: 93%

Section: Discussionmentioning

confidence: 93%

See 1 more Smart Citation

Individual and school factors affecting students’ participation and success in higher education

2008

View full text Add to dashboard Cite

show abstract

“…Single-sex schooling benefits girls in particular, by providing them with an environment in which they can participate with confidence, free from the distractions caused by the presence of boys in the classroom. However, both males and females perceived some disadvantages of single-sex education regarding social development, and girls missed the opportunity to gain the perspective of the opposite sex (Spielhofer et al 2004).…”

Section: Discussionmentioning

confidence: 95%

The Peer Interaction in Primary School Questionnaire: testing for measurement equivalence and latent mean differences in bullying between gender in Egypt, Saudi Arabia and the USA

Hussein

2009

Soc Psychol Educ

View full text Add to dashboard Cite

The Peer Interaction in Primary School Questionnaire (PIPSQ) was developed to assess individuals' levels of bullying and victimization. This study used the approach of latent means analysis (LMA) within the framework of structural equation modeling (SEM) to explore the factor structure and gender differences associated with the PIPSQ in a sample of Egyptian (N = 361), Saudi Arabian (N = 350) and USA (270) children. Results of the confirmatory factor analysis are consistent with previous work and support the cross-cultural validity of the PIPSQ factor structure. The PIPSQ factor loadings were invariant across Egyptian and Saudi samples, whereas only partial invariance was met between Egyptian or Saudi samples and the USA sample. Full measurement invariance was met between gender within the three cultures, that is the PIPSQ was useful to compare bullying and victims between gender within the three cultures, but it is only valid to compare those two constructs between Egyptian and Saudi boys and girls. The results indicated that Egyptian and Saudi boys/girls had a higher level of bullying than American boys/girls, whereas no differences were displayed among the three cultures on the victimization subscale. Boys had a higher level of bullying than girls in the three cultures, and boys and girls had a similar level of victimization in three cultures.

show abstract

“…Bell (1989) attributed the higher science test scores of both girls and boys from same-sex schools to preselection on the basis of ability and social class. More recently, Spielhofer et al (2004) found, after controlling for students' background and prior attainment, that girls in allfemale schools took more science courses than girls in mixed schools, but still less than boys in all-male schools. They also report that girls in same-sex comprehensive schools performed better than girls in mixed comprehensive schools.…”

Section: Same-sex Schooling and The Math And Science Gender Gapmentioning

confidence: 96%

The Gender Gap in Advanced Math and Science Course Taking: Does Same-Sex Education Make A Difference?

Feniger

2010

Sex Roles

View full text Add to dashboard Cite

A large representative sample (N=20,816) of Israeli Jewish high school students served to explore differences between coeducational and same-sex schools in advanced math and science courses. Data were obtained from the Israeli population census of 1995 and from the Israeli Ministry of Education. Results from logistic regressions suggest that girls at all-female state religious schools did not differ from girls at coeducational state schools in placement in advanced math, physics and biology courses. But girls at all-female religious schools took advanced computer science courses at a much higher rate than girls at coeducational schools. This finding is attributed to a different curricular policy and not directly to the allfemale environment.

show abstract

A study of the effects of school size and single‐sex education in English schools

Cited by 31 publications

References 22 publications

Individual and school factors affecting students’ participation and success in higher education

Individual and school factors affecting students’ participation and success in higher education

The Peer Interaction in Primary School Questionnaire: testing for measurement equivalence and latent mean differences in bullying between gender in Egypt, Saudi Arabia and the USA

The Gender Gap in Advanced Math and Science Course Taking: Does Same-Sex Education Make A Difference?

Contact Info

Product

Resources

About