Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students’ Scholastic Achievements

Research points to the positive impact that gender-segregated schooling and classroom initiatives exert on academic attainment. An evaluation of these studies which reveal positive effects highlights, however, that students are typically selectively assigned to single- or mixed-gender instructional...

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Detalles Bibliográficos
Autores principales: Pennington, Charlotte R., Kaye, Linda K., Qureshi, Adam W., Heim, Derek
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2017
Materias:
Original Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5813087/
https://www.ncbi.nlm.nih.gov/pubmed/29491550
http://dx.doi.org/10.1007/s11199-017-0799-y

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5813087/
https://www.ncbi.nlm.nih.gov/pubmed/29491550
http://dx.doi.org/10.1007/s11199-017-0799-y

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