...Nowadays, more and more people have noticed the phenomena that girls have been overtaking boys. The proportion of boys going to colleges is becoming smaller and smaller. Girls have been seeing doing better in different levels of the school. Therefore, a question being raised by the public is that between co-education and single-sex education, which will benefit our children more? As a teacher and parent, I strongly believe that the latter is a good choice. Gender-based classes can improve our children’s academic achievement through proper approaches suitable for their learning styles, foster better behaviors through promotion of role models and encourage them to explore who they truly are. [ok] As everyone acknowledges that each person has his own learning style, the learning style between boys and girls is not an exception, they are every different due to their physical and metal development. The development of boys’ reading ability is slower than girls’. Boys tend to be more active than girls. When boys know the answer they can’t wait to shout it out, in stead of girls would rather just understand and know the reason. The uneven development attributes to their different learning styles. For the better achievement, separating girls and boys to adapt approaches that fit their learning styles is the best way we can do. For example, in my grade one classroom, it seems like a disaster for boys to sit down to read, even the story they loved to listen. To girls, reading is such...
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...Disabilities Education Improvement Act (IDEIA) reauthorized in 2004 (Pub. L. No. 108-466) and the No Child Left Behind (NCLB) Act of 2001 (Pub. L. No. 107–110), require that students with increasingly diverse learning characteristics have access to and achieve high academic performance in the general education curriculum. The changing demographics of the United States have also played a role in diverse learning characteristics of the American learners in classrooms today. With an educational system that serves approximately 76,355,000 students, 30,982,000 or 40.58% are of an ethnically diverse background and 5% of school age children have a disability (U.S. Census Bureau, 2008). These changing legal requirements and student demographics in United States educational systems combine pointing to the need for increased collaborative planning and teaching among school personnel attempting to comply with these legal mandates to serve all students fairly and equitably in general education classrooms. Co-teaching is an approach that helps educators meet both IDEIA and NCLB mandates, and is defined as “two or more people sharing responsibility for teaching some or all of the students assigned to a classroom” (Villa, Thousand, & Nevin, 2008, p. 5). In schools within the United States, co-teaching often involves general education and special education teachers working together in one classroom and used as a supplementary aid and service that can be brought to general education to serve...
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...In Support of Single Sex Education ‘The ancient Greek philosopher, Plato, said that Co-education creates a feeling of comradeship. He advocated teaching of both the male and female sexes in the same institution without showing any discrimination in imparting education.’ (1) This statement appears in many of the independent co educational school websites. Having an ancient Greek philosopher’s authority behind your school has to be a good marketing ploy for prospective parents. However, schools neglect to add that Plato then went on to say that while women and girls should follow the same curriculum as men, he advised that this should happen separately from the boys and men. (2) This essay will present evidence in support of single sex education based on academic achievement, learning styles, gender equality, cultural preference and promotion of self esteem and show how it is unlikely to damage later relationships between the opposite sexes. Which is best? Co-education or single sex education? Because so many factors influence the outcome of these options: teaching quality, parental input, socio-economic to name a few, argument rages around the findings of many of the studies to resolve the issue. Researchers from the University of Pennsylvania studied a policy in Seoul, South Korea started in 1974, whereby children are compulsorily randomly assigned places at either a single sex school or a co- educational school. The policy was to prevent clustering of children...
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...Paragraph on Co-Education eBudhia Articles Co-education is a system of educating boys and girls together. In ancient times, co-education was prevalent in Greece. Today, this system of education is there in almost all the countries of the world. It is economical. It generates a spirit of comradeship between boys and girls. The problem of shortage of trained teachers can be dealt with by this system. Boys overcome their curiosity and girls, their shyness. They learn to respect one another. Though a few conservative people are against this system, their view do not hold ground. Co-education generates harmonious relationship, a sense of cooperation, and thus, helps in the progress of the nation. 467 words essay on Co-education M Sanjeeta School and college where boys and girls study together are called co-educational. There are many co-educational institutions in our country. There are many arguments for and against co-education. Some are of the view that co-education is desirable at all stages of education, primary, secondary and at collegiate levels. Some are totally desirable at primary and collegiate levels and not at the secondary school level. The problem is linked with the aims and objectives set to be achieved at different levels of education and also with the roles the boys and girls have to play in a society later in their lives. However, it is agreed that at the primary stage of education it is desirable to have co-education. At this stage boys and girls...
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...If so: mixed schools provide diversity, and a chance to mingle with both genders equally. It helps with maturity and more widespread friendships. Disadvantages, it's been said that grades and overall study quality declines in mixed schools. It's a pretty equal tradeoff. They learn when they are young to treat each other with respect and consideration. If not exposed to this environment there are some disadvantages. A male only school has a Homosexuality rate of 63% more than a public school open to all genders with a 14% rating. The Benefits of Mixed Schools Some evidence has suggested that boys in mixed schools performed better academically, as they are encouraged not to 'mess around' by their more responsible female classmates - but obviously this is a generalisation and might prove different in specific schools and even in particular classrooms. Some proponents of mixed schools claim these schools have a better atmosphere, since they are neither too 'bitchy', as can occur when a group of girls are working and studying together, not too aggressive, which can occur when boys are exclusively working and studying together. 1 There are less ‘sink’ groups in schools. 2 Different teaching styles are opened up, moving away from didactic methods. 3 There is potentially less negative labelling of students. 4 Teachers have contact with a wide range of students. 5 This form of teaching makes for diagnostic teaching. 6 Troublesome students are ‘diluted’ through the...
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...a single-sex school is not as beneficial as some educators claim. Both types of schools have their own social benefits as well as negative social aspects. However, it is evidently of more social benefits to attend a co-education school than to attend a single-sex school. The co-education schools play a major role in ensuring that social harmony between both genders is maintained. It does this through several ways. Firstly, the co-education type of schools helps students in developing vital life-skills. Some educators argue that single-sex schools are better because they give students a sense of confidence, which might be true to some extent. However, it is very important to understand that this kind of confidence is short-lived and of wrongly timed. The co-education system depicts a complete social setting and thus, students from the co-education schools stand a greater chance of learning how to solve their social problems like cross-gender intimidation and gender stereotypes, once they are out of school. This is the type of confidence that the students need. Unlike their counterparts from single-sex schools, graduands from the co-education schools will also have learnt how to behave in the presence of the opposite sex, how to relate at work, dating and forming friendships as well as how to communicate in an acceptable manner. Secondly, student diversity is highly hindered in the single-sex schools. Those educators who argue in favor of the single-sex schools by claiming that...
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...a single-sex school is not as beneficial as some educators claim. Both types of schools have their own social benefits as well as negative social aspects. However, it is evidently of more social benefits to attend a co-education school than to attend a single-sex school. The co-education schools play a major role in ensuring that social harmony between both genders is maintained. It does this through several ways. Firstly, the co-education type of schools helps students in developing vital life-skills. Some educators argue that single-sex schools are better because they give students a sense of confidence, which might be true to some extent. However, it is very important to understand that this kind of confidence is short-lived and of wrongly timed. The co-education system depicts a complete social setting and thus, students from the co-education schools stand a greater chance of learning how to solve their social problems like cross-gender intimidation and gender stereotypes, once they are out of school. This is the type of confidence that the students need. Unlike their counterparts from single-sex schools, graduands from the co-education schools will also have learnt how to behave in the presence of the opposite sex, how to relate at work, dating and forming friendships as well as how to communicate in an acceptable manner. Secondly, student diversity is highly hindered in the single-sex schools. Those educators who argue in favor of the single-sex schools by claiming that...
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...Attending Co-Ed Schools Is Better Than Attending Single-Sex School Attending a single-sex school is not as beneficial as some educators claim. Both types of schools have their own social benefits as well as negative social aspects. However, it is evidently of more social benefits to attend a co-education school than to attend a single-sex school. The co-education schools play a major role in ensuring that social harmony between both genders is maintained. It does this through several ways. Firstly, the co-education type of schools helps students in developing vital life-skills. Some educators argue that single-sex schools are better because they give students a sense of confidence, which might be true to some extent. However, it is very important to understand that this kind of confidence is short-lived and of wrongly timed. The co-education system depicts a complete social setting and thus, students from the co-education schools stand a greater chance of learning how to solve their social problems like cross-gender intimidation and gender stereotypes, once they are out of school. This is the type of confidence that the students need. the co-education schools also have learnt how to behave in the presence of the opposite sex, how to relate at work, forming friendships as well as how to communicate in an acceptable manner. Secondly, student diversity is highly hindered in the single-sex schools. Those educators who argue in favor of the single-sex schools by claiming that this...
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...Co-curricular Activities: Meaning, Definition, Examples, Importance, Benefits July 11, 2012 Education Co-curricular activities facilitate in the development of various domains of mind and personality such as intellectual development, emotional development, social development, moral development and aesthetic development. Creativity, Enthusiasm, and Energetic, Positive thinking are some of the facets of personality development and the outcomes of Extracurricular activities. Meaning of Co-curricular Activities Co-curricular activities (CCAs) earlier known as Extracurricular Activities (ECA) are the components of non-academic curriculum helps to develop various facets of the personality development of the child and students. For all-round development of the child, there is a need of emotional, physical, spiritual and moral development that is complemented and supplemented by Co-curricular Activities. Definition of Co-curricular Activities Co-curricular Activities are defined as the activities that enable to supplement and complement the curricular or main syllabi activities. These are the very important part and parcel of educational institutions to develop the students’ personality as well as to strengthen the classroom learning. These activities are organized after the school hours, so known as extra-curricular activities. Co-curricular Activities have wide horizon to cater to the cultural, social, aesthetic development of the child. Examples and Types of Co-curricular...
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...divided into four parts: (1) Co-curricular Activities, (2) Time Management, (3) Academic Performance, (4) Tourism Education. Part One, Co-curricular Activities, presents the definition, role of co-curricular activity in student, scope of co-curricular activity in school, its importance and benefits. Part Two, Time Management, discusses how to manage your time wisely, its effect in academic performance and co-curricular activities, why time management is important, and its benefits. Part Three, Academic Performance, provides meaning or definition, importance of academic performance, positive factors affecting academic performance, and the factors resulting to academic performance failure. Part Four, Tourism Education gives the definition of tourism education, its importance, information about tourism education. Co-curricular Activities According to Mc Kown (1952) these activities are as old as education itself. They wereknown as used in different forms under different educational settings.The history reveals that the term was called Extra-curricular Activities before four-five decades. It includedathletics, music, oratorical competitions, clubs for students, debating, dramatics, honour awards, special day celebrations etc. These activities were organized mostly by the students themselves. “Co curricular activities were mainly organized after school hours and so were the extra curricular but they are not an integral part of the activities of the school as its curricular work”- according...
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...Promoting health in secondary schools Ruth Joyce Marilyn Toft and Eric Winstone The authors Ruth Joyce is County Adviser in Drugs and Health Education, Cambridge County Council, Cambridge, UK. Marilyn Toft is Training Co-ordinator at Lewisham Education Authority, Lewisham, UK. Eric Winstone is Deputy Principal of Sir Harry Smith Community College, Whittlesey, Cambridgeshire, UK. Abstract Describes the Promoting Health in Secondary Schools project, which was commissioned by the Health Education Authority in January 1994. The aim of the project was to support regional and local education and health professionals and colleagues in secondary schools in their efforts to develop effective whole-school approaches to health at the levels of both policy and practice. The work was coordinated by the Institute of Education and Goldsmith’s College, University of London. Gives, as an example of what can be achieved, a range of future projects identified by one of the secondary schools involved. Concludes that the project was able to stimulate healthy alliances, create opportunities for sharing effective practice and influence local funding priorities. Evaluation showed that health issues, if developed in a whole-school context, can articulate closely with wider school and community concerns about making school more effective and increasing school achievement. Regrets that the project was not extended beyond the stage described. The Health Education Authority commissioned the Promoting...
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...Journal of Education and Practice ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol 3, No 1, 2012 www.iiste.org The Effectiveness of Co-curricular Activities on Academic Achievements of Secondary School Students in District Abbottabad Pakistan - A Case Study Zahid Bashir, Shafqat Hussain NUMLs Islamabad Pakistan Abstract This research was conducted to examine the effect of co-curricular activities on academic achievements of secondary school students in District Abbottabad. The research is experimental in nature, pre-test Post–test equivalent group design was selected for this purpose. In this study, an achievement test covering four chapters of mathematics and four lessons of English was used as measuring instrument. Depending upon pre-test scores, 200 students of 10th class were divided into two equal groups (n=100) named as experimental group and control group. The experimental group was involved in co-curricular activities and the control group did not participate in any activity beyond the classroom. There were two types of co-curricular activities. First physical i.e., games, athletics and P.T (physical training) etc and the other was debates, drama speeches etc. The experimental group carried out activities for forty minutes daily for twelve weeks. The post-test was administered after twelve weeks. The pre-test and post-test scores of the experimental and control groups served as data for this study. The analysis of data revealed that on the whole...
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...In the 21st century, the pure academic type of education that students are introduced to, is steadily paving way to a whole new type of education with a special focus to incorporate three major genres of education: reasoning, psychomotor and emotional learning. Education is a pretty broad concept that surpasses the four walls of a classroom. The core aim of education is to fosterall round development of a child. All round development essentially means intellectual, physical, moral, sensible and social development. All round development can be achieved only through education. Education plays a fundamental role in the making of a man and his development as a culturally well developed social animal. To fulfil these objectives, there is a prime need of striking a balance between syllabus, curriculum, books and also co-curricular activities beyond that. Co-Curricular activities are those which are undertaken side by side with the curricular activities. A co-curricular activity essentially takes place outside a typical pen and pencil classroom experience. It gives the students an opportunity to develop particular skills and exhibit their non-academic abilities. These activities might be compulsory, such as music, art or drama classes that take place during the day. Others generally are voluntary, such as participating in school sports team, school debating team or student newsletters. In either case, participation can assist students in more than one ways. They actually complement...
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...development of the English system, at least until recent years, and the situation of women within that system, both as pupils and as teachers, has been no exception. When Barbadian schools first began to thrive in the nineteenth century, most of the provision was restricted to primary education. There were more or less equal numbers of boys and girls attending these schools, which can be attributed particularly to a new-found parental appreciation of the importance of education to children of both sexes. However, the pupils were segregated into separate classes, and the beginnings of a pattern which later expanded more strongly can be seen. It resulted in an ideology that less was expected of girls academically (there is evidence that girls only learnt reading whilst boys did more subjects) and different practical subjects were taught to the two sexes (e.g. needlework for girls and carpentry for boys). Secondary education at this time was provided only for a limited number of children from the middle classes, mostly boys. It was not until after the Mitchinson Report of 1875 were the first two girls' secondary schools founded, namely a first grade school, Queen's College in 1881, and a second grade school, Alexandra, in 1896. The reasons for the Report's recommendation for the creation of secondary schools for girls were typical of middle class thinking of the time, namely that better educated mothers could provide better influence on their children's development. This idea that the...
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...Would you, as a person be confident enough to interact with people of the opposite sex at your work place or other such important places if you had studied in a segregated school and university? When an individual studies in a university or school that is segregated, they do not know how to interact with the opposite sex, making it much more difficult for them to interact with people in the real world. In today’s generation, one cannot find a job or a workplace that is completely dependent of men or women. It is highly important for the success of a company to have employees of both genders. Coeducation does not only teach students to interact and communicate with people of the opposite gender, but they also learn how others think and hence cover broader aspects of a subject since every individual has a different way of interpreting a topic and subject of discussion. Coeducation has a large number of academic and social benefits, which encourage students to work in groups with members of both genders, learning the skills of team work, interaction and communication (O’Malley, E. 1995, Feb 21). It is not only women who are shy to interact with men, but in universities it has been noticed that men find it easy to deal with women faculty but find it difficult interacting with female students, and this is a skill that needs to be developed (Moussly, R. 2010, Sep 12). Not only does segregation make it difficult for individuals in the real world, but also eventually brings up an awkwardness...
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