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4 pages/≈1100 words
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MLA
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Literature & Language
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Annotated Bibliography
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English (U.S.)
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Single Sex Education and Co-ed (Annotated Bibliography Sample)

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The task involved preparing an annotated bibliography for the customer's term paper. This sample is an annotated bibliography of 13 sources as requested by the customer.

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Single Sex Education and Co-ed
Pahlke, Erin, Hyde Janet Shibley, and Allison Carlie. The Effects of Single-Sex Compared With Coeducational Schooling on Students’ Performance and Attitudes: A Meta-Analysis. American Psychological Association. 140. 4. (2014): 1042 – 1072. Print.
Pahlke, Hyde, and Allison focus on the proposal to use single-sex education as a means of raising the education quality within the United States. The authors used meta-analysis of data from previous studies, and they categorized the studies as controlled and uncontrolled studies. The authors intended to present their findings to experts and policy-makers within the education sector. The authors clearly use statistical evidence to support their argument that single-sex education does not provide significant benefits over co-education in improving the quality of education.
Jackson, Kirabo. Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago. 2012. Web. February 22, 2015.  HYPERLINK "/conferences/2012s/program/downloads/abstracts/589.pdf" /conferences/2012s/program/downloads/abstracts/589.pdf
Jackson reevaluates the ongoing debate on the need to introduce single-sex education systems after the introduction of the Title IX2 regulations. The author tries to point out that one of the reasons provided by proponents of a single-sex education system is that factors such as biological differences and socialization influences the learning of boys and girls. This source emphasizes on the reasons for calling for introducing single-sex education. For instance, the Jackson argues that single-sex education helps in eliminating distraction between boys and girls. There is no bias in the source as the author eliminates the self-selection bias by using various data from government sources.
Spikes, Emily. The Effects of Single-gender Classrooms and Previous Middle School Gifted Math Experience on the Mathematics Achievement of Gifted Girls in Public Education. ProQuest. 2008. Print.
Spikes presents a quantitative study whose aim was to determine the impact of single-gender classrooms and earlier experience in mathematics during the mid-school of the test subjects on their success. The test subjects used were a group of gifted girls, and the research compared their performance with a non-equal control group. The intended audiences include the educational policy makers and teachers. There is a slight bias in the arguments since the author only uses girls in the study and uses the results to generalize the findings.
Christakis, Erika. Do Teachers Really Discriminate Against Boys? February 06, 2013. Web. February 22, 2015.  HYPERLINK "http://ideas.time.com/2013/02/06/do-teachers-really-discriminate-against-boys/" http://ideas.time.com/2013/02/06/do-teachers-really-discriminate-against-boys/
Christakis introduces the social issue of discriminating against one gender as the main reason for their poor performance. The author tries to demonstrate that same-sex education will not yield significant results due to the preferential treatments offered by learning instructors. There is some slight bias in the article because the author only uses one gender to discuss the whole issue of gender discrimination and the performance of students in schools.
Wong, Kam-Cheung, Y. Raymond Lam, and Lai-Ming Ho. "The effects of schooling on gender differences." British Educational Research Journal 28.6. (2002): 827-843. Print.
Wong, Raymond, and Lai evaluate the variations in educational success of a large number of secondary school students who did their examinations in 1997. The findings of the Hong Kong students used in the study was compared to those from contemporary British studies. In this study, the authors argue that single-sex school helps in improving the performance of female students while coeducation helped the boys. The article de-emphasizes the idea that academic performance of students depended on the single-sex education.
Ogden, Craig Erico. A comparison of student performance in single-sex education and coeducational settings in urban middle schools. (2011). Electronics Theses and Dissertifications. 361.1. (2011): 1 – 122.
Ogden suggests that the NCLB 2004 Amendments resulted in the establishment of single-sex classrooms and single-sex schools. The author weighs the arguments of proponents and opponents of single-sex education systems, and then compares the GCRCT mathematics scores to understand the impact of instructional setting on the performance of students. The findings indicate that female students within the co-education perform better that their female counterparts within the single-sex education system. The main weakness of the author’s arguments is the fact that the author greatly narrows down to a specific region or group of test subjects.
Hill, Rhonda Lee. The Effect of Single Gender Education on the Achievement of sixth grade mathematics students. 2013. Web. February 22, 2015.  HYPERLINK "http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1503&context=doctoral" http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1503&context=doctoral Hill uses the Measuring of Academic Progress (MAP) to compare several classes. The author argues that there were extremely few differences between gender and academic growth when using MAP. The author argues that the academic performance of any student is based on their personal preferences and learning style of each student. The major assumption made by the author is that determination, rather gender, influences educational successes.
Shekhar, Chandra and Devi Rachna. Achievement Motivation across Gender and Different Academic Majors. Journal of Educational and Developmental Psychology. 2.2. (2012): 105 – 109. Print.
Shekhar and Devi focus on achievement motivation as a critical factor in the academic success of students. The authors conducted a study to determine variations across different academic course and the gender-related variations among university students. The authors’ findings posit that variations exist between gender and specific courses done. For instance, girls perform better than boys do in Arts course. This source seems to support the single-sex education system where boys and girls receive different lessons.
Rusillo, M. T. Cerezo and Arias F. C. Pedro. Gender differences in academic motivation of secondary school students. Electronics Journal of Research in Educational Psychology. 2.1. (2004): 97 – 112. Print.
The significant idea in Rusillo and Arias’ article is the notion that motivation influences the learning of students. The authors point out various components of motivation and their impacts on self-regulated learning. This source refutes the idea that gender plays an important role in the performance of students in learning institutions. Nevertheless, the evidence provided by the author do not allow the reader to develop conclusive understanding of the current topic.
Meece, Judith L., Beverly Bower Glienke, and Samantha Burg. "Gender and motivation." Journal of school psychology 44.5 (2006): 351-373. Print.
Meece, Beverly, and Samantha reevaluate the importance of gender in influencing the achievement motivation of students. In this article, the authors use four current theories to examine the gender-related differences in motivation. One of the crucial conclusions of the study was that the behavior of students and their motivation-related beliefs was greatly influenced by their gender role stereotypes. The article suggests that the performances of students in either single-sex schools or coeducational systems are determined by their gender-related motivations.
Ceci, Stephen J., and Wendy M. Williams. Why aren’t more women in science? Top researchers debate the evidence. 2007. Web. February 22, 2015.  HYPERLINK "/dept/lsrg/pubs/affiliated/valian/2006WomenAtTheTopInScience.pdf" /dept/lsrg/pubs/affiliated/valian/2006WomenAtTheTopInScience.pdf
The article by Ceci and Wendi seeks answers for underrepresentation of women in various professions. The authors point out that despite the high scores achieved by female students, the girls shy away from pursuing technical courses such as engineering and medicine. One of the reasons provided for this situation is that female students are not as interested in professional careers as the men are. This source emphasizes on the need for single-sex education systems because it suggests that disinterest in technical courses and careers prevents girls from pursuing certain courses. Consequently, single-sex education would allow the girls to pursue a course that meet their career expectations. However, the authors’ arguments are weak because they do not have adequate statistics to support their claims.
Barone, Carlo. "Some Things Never Change Gender Segregation in Higher Education across Eight Nations and Three Decades." Sociology of Education 84.2 (2011): 157-176. Print.
Barone evaluates the history of gender segregation within the education sector in several European countries and provides his findings from various academic fields. The author suggests that the level of gender imbalance in the scientific and humanistic fields vary significantly. Barone argues that the care-technical divide contributes immensely to the gender segregation experienced in the regions where the study was conducted. Finally, the author posits that resilient forces influence gender segregation due to numerous developments in t...
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