Name Instructor Course Date Gender-Separate Schools Increase Educational Benefits. ‘Girls will be Girls,’ and ‘Boys will be Boys.’ This basic reality cannot be altered, however much the advocates of gender-equality may wish otherwise. Instead of attempting to deny gender differences, it is more realistic to accept them, and go on to exploit these differences to encourage greater individual development in both boys and girls…
Download full paperFile format: .doc, available for editing
Extract of sample "Gender-Separate Schools Increase Educational Benefits"
This condition is best met by the single-sex school, which is particularly geared towards meeting the unique educational needs of each sex. Unlike coeducational schools, single-sex schools create the gender-specific environment required for the educational benefit of boys and girls. Gender-separate schools allow for gender-tailored instruction, raise the achievement level of students, and avoid the reinforcement of gender stereotypes. Gender-separate schools permit the implementation of gender-specific instruction. Studies show that boys and girls differ in the rate of physical maturity, and in the rate of brain processing and development. Physically, girls mature faster. This can lead to bullying, based on size. However, the critical difference in the classroom is that there is a great gender difference in brain development. An ongoing longitudinal study conducted at the National Institute of Health in Bethesda, Maryland, clearly demonstrates that the areas of the brain involved in language and fine motor skills mature about six years earlier in girls than in boys. In contrast, the areas of the brain involved in targeting and spatial memory mature about four years earlier in boys than in girls (NASSPE, 2011). In other words, the brain’s verbal functioning develops faster in girls, while mechanical functioning develops faster in boys. This means that instructional techniques which emphasize verbal memory work better with girls, and techniques stressing spatial memory, such as pictures, work better with boys. Logically, by employing separate, more precise academic models for boys and girls, educational benefits increase. The achievement levels of boys and girls can be raised in single sex schools. There are biochemical gender differences. Boys have lower levels of the hormones serotonin and oxytocin, which are involved in bringing about calmness. As a result, boys tend to be more hyperactive than girls in the classroom. This can lead to attention deficit, restless classroom behavior, and punishment for boisterousness. Boys are twice as likely as girls to be diagnosed with learning-disabilities (Gilbert, 2007). This can be avoided in single sex classrooms, where gender-specific codes of behavior can enhance the learning experience, and help children thrive. In adolescence, as sexual maturity approaches, many students find it easier to focus on academics when they are not distracted by a natural attraction towards members of the opposite sex. Again, students who are intimidated by the opposite sex may find it difficult to participate in class at coeducational schools. Researchers at Cambridge University examined the effects of single-sex classrooms in rural, suburban and inner-city schools. They found that "using single-sex groups was a significant factor in establishing a school culture that would raise educational achievement." (NASSPE, 2011). Gender-separate schools prevent the reinforcement of gender stereotypes. In coeducational schools, boys and girls remain keenly aware of the cultural expectations of gender-specific behavior. For instance, boys avoid the arts due to fear of appearing less macho in the eyes of the girls, while girls avoid mathematics and science in order not to appear masculine. The prevalent
This paper will focus on primary education in the UK, specifically discussing the benefits and difficulties of including children with special needs in mainstream schools.Including children with special needs in mainstream schools has always been a controversial and debatable issue in many regions all over the world.
The author insists that many of the ill effects of TV viewing on children are unintentional offshoots of programs intended to entertain a wider segment of the viewing audience, targeting particularly adults. However, there is a narrower market segment which focuses on commercial broadcasting for the purpose of educating young children.
Anti-social behaviour from many youngsters are closely related to their vicissitudes in the sphere of education. Although, the United Kingdom has come up with a number of special education needs policies and practices, no significant success has marked in terms of educational attainment for the pupils with learning difficulties or disabilities.
This helps boys to focus on their work. Presence of single gender enhances the confidence and comfort level of student as opposite gender cannot criticize the work of other gender. In single gender schools, girls can come without working too much on their physical and facial appearance.
The single-sex schools that existed at the time were allowed to continue. Several courses such as human sexuality and contact sports were permitted to continue being single sex. There had been numerous efforts in the 1990s to enact legislation that would allow single-sex schools.
Charter schools though operated by tax payers’ money, do not charge any fee for imparting education. Truly speaking, charter schools qualify to be classified as a unique innovation in the American education system that has done much to improve the quality of education in the United States (Hill, 2006).
The major policy development in the field of special needs education in England and Wales in the 1990s was the introduction, as a consequence of the 1993 Education Act, of the Code of Practice on the Identification and Assessment of Special Educational Needs.
The topic is researched on the basis of various criterions to give in depth details about the varying education achievement levels of students.
Educational achievement is directly influenced by social factors like ethnicity, gender and social class due to the
Hagell (2002) found that 88 percent of young British juvenile offenders were prone to recidivism within about two years after their release from custody. The U.S. Department of Education however, found that 83% of the juvenile offenders incarcerated in prisons have reading problems (www.newhopecharitablefoundation.org).
As America is increasingly becoming an eclectic mix of racially and ethnically diverse populations, the impact of this demographic change has started to become apparent in all walks of American life. More specifically, the objective of this paper is to enumerate the changes in educational procedures due to growing diversity in America.
3 Pages(750 words)Essay
Save Your Time for More Important Things
Let us write or edit the essay on your topic
"Gender-Separate Schools Increase Educational Benefits"
with a personal 20% discount.