Do+students'+emotional+and+social+development+differ+in+single+sex+schools?


 * Corlies Black**
 * Do students' emotional and social development differ in single sex schools?**

1. Article from a professional journal #1 **Source:** Meredith, C. (2009). //Young, Gifted, and Female: A Look at Academic and Social Needs//. Gifted and Talented International, //24//(2), 109-20. Retrieved from Education Full Text database. URL: [] **Summary:** This article was full of information from research studies pertaining to SSE and young, gifted females. It presented the issue in a very scientific and informative way. It had information about the physical and biological development, social and emotional development, and intellectual growth and development of both males and females. These topics highlighted the differences between males and females that effect learning. Also, this article had information about giftedness and the social and emotional implications for gifted females. **My Reaction:** I found this article to be incredibly helpful. It was full of information that is relative to my topic; emotional and social development in single sex schools. It presented information that I hadn't thought about effecting education, such as: Girls and boys have different levels of hearing and prefer different temperatures. I believe that it is important for schools in RI and everywhere to take note of details like these to enhance learning for all students.

2. Article from a professional journal #2
 * Source**: Salomone, R. (2006). //Single-Sex Programs: Resolving the Research Conundrum//. Teachers College Record, //108//(4), 778-802. doi: 10.1111/j.1467-9620.2006.00628.x. URL: []
 * Summary:** This article addresses the issue of Single-Sex Education in terms of the laws and regulations surrounding SSE. This article presents lots of information pertaining to current (2006) changes in laws defining what is acceptable and not acceptable under the Title IX. The Title IX is part of the Department of Education and was proposed in March of 2004. It also discusses the implications of No Child Left Behind (NCLB). NCLB is making it easier for schools to offer single-sex classrooms.
 * My Reaction:** This article contains a lot of information that pertains directly to SSE laws and regulations. These rules directly effect the course of any all SSE classrooms and schools across the USA and RI.

3. Editorial/opinion essay from a local or national print/online news source
 * Source**: Nicholls, Dr. Chris and Dr. Anthony Seldon. (2 December 2009). //Are co-ed or single-sex lessons best?: Co-ed schools are increasingly keen to teach their boys and girls separately, according to one Cambridge academic. But is this really a good idea?// [|The Guardian]. Retrieved from URL: []
 * Summary**: Although this article is based off British schools and therefore doesn't apply to RI schools, it still holds some valid arguments for and against SSE. It is presented through the opinions of headteachers of two different schools educating children between the ages of 11 and 18. The first, Dr. Chris Nicholls, is in support of SSE because of males and females have different learning patters. For example; "Boys tend to need more direction, while girls work better in groups." Dr. Anthony Seldon believes that there is simply no convincing evidence that SSE helps students benefit academically. He believes that co-ed education benefits all students and provides realistic experiences for students.
 * My Reaction:** I found this article useful because it presented the issue from both sides. It also gave the issue realistic feedback from teachers who actually use or have used SSE. Although these schools are under different laws and regulations, I think it is important or lawmakers of RI to have a first-hand account of what SSE is really like.

4. Analysis article from a magazine or newspaper (Newsweek, Time, or NYTimes):
 * Source**:Weil, Elizabeth. (March 2, 2008). //Teaching Boys and Girls Separately.// NYTimes. Retrieved from URL: []
 * Summary: T his article describes the development of Single-Sex Education (SSE). It describes differences between males and females that have an effect on learning and the educational environment. It gives real-life characteristics of a school with segregated classrooms, such as; the paint on the walls, the temperature, and atmosphere of the classrooms. It also includes information about Leonard Sax, a physician and advocate for SSE. Sax believes that males and females should be taught separately because they are biologically different. Others believe that males and females should be taught differently because they have different social experiences and social needs. **
 * My Reaction**: This article gives great background information about SSE and the lead advocate for SSE. I found it interesting that there were different sides to the argument for SSE. I feel like I have a much better understanding of SSE now that I have read about the advocates for it and the types of things they are doing to spread the word. I think that this is an important article for teachers or superintendents to read when deciding their opinions on SSE.

5. Summary article such as ERIC Digest or CQ Researcher report:


 * Source:** Haag, Pamela. //K-12 Single-Sex Education: What Does the Research Say?// ERIC Digest**.** Retrieved from URL: []
 * Summary:** This article begins by explaining that many of the methods used for determining if SSE is successful are either bias or void. This article then continues to look at SSE through three different aspects that help the arguments for SSE. Those three categories are: Attitudinal variables of self-esteem, attitudes towards academic subjects, and achievement variables.
 * My Reaction:** I found that this article brought attention to some key factors in SSE. I think that this is a great short article that gives a good insight into the effects of SSE on students. It is an important article for people to read before choosing SSE for their child or school.