Within the United Kingdom, there has been an ideological resistance to the notion that single-sex teaching has any place in co-educational, secondary comprehensive schools, supported by evidence which suggests that single-sex classes for boys can reinforce stereotypical images and attitudes, and marginalize boys who do not identify with notions of hegemonic masculinity. In some contexts, however, recent research suggests that some boys and some girls feel more comfortable and more motivated in single-sex classes, and that academic achievement can be enhanced. This paper explores the pre-conditions which need to be in place if single-sex teaching is to be effective in transforming the achievement levels of both girls and boys, and addresses a number of crucial questions related to curriculum and pedagogy. It concludes by asking whether single-sex teaching is really a panacea for raising achievement or simply another false dawn.
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Younger, M. (2012). Single-sex teaching in co-educational schools: A panacea for raising achievement?. In: Chwalek, DT., Diaz, M., Fegter, S., Graff, U. (eds) Jungen – Pädagogik. Kinder, Kindheiten, Kindheitsforschung, vol 6. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-531-94290-2_6
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