The Foundation of an Effective Education

I went to elementary school in the early 1980's; I have a lot of fear in the form of very typical threats to education, mathematics, English, science, and corporal punishment. We never talked, talked, shared ideas, or copied them from the blackboard to our books. My classmates and those who do not meet the norm have a lonely and isolated experience; in some cases I know that this experience is afraid to learn them forever.

UK, July 2002: entrusted to the National Education Research Foundation to investigate the impact of school size and school type (male and female and gay and lesbian) on academic performance. The foundation learned 2,954 high schools, including public high schools for men and women, throughout the UK. They announced the report on 8th July 2002. They found: 1. Even after managing the student's academic ability and other background factors, girls at schools of different genres were significantly better than coeducational schools. In this age group (high school student), girls' benefits are larger and consistent than boys. Especially at schools by gender, girls are better than school of coeducation with both boys and girls, for men and women, the benefits of schools by gender are only meaningful to boys with low ability.

What do we know about gender-specific schools and classrooms by gender, especially for girls? Patricia B. Campbell and I were asked to report this issue from the AAUW Education Foundation, by gender, by criticism of girls' single sex education, with the table rolled up and reporting that my research base is very limited They say. Comparison of most schools needs to be conducted in countries where narrow schools, private schools other than the United States, or schools by gender are the usual part of the public education system. Cautious studies on the effects of classrooms by gender in schools of mixed sexes are even more limited. If there is data, the result conflicts and confuses. There are few studies that systematically study the content of specificity, pedagogy, teacher, resource, motivation. All of these are valid factors to consider when evaluating results and results.