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THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS

Yıl 2013, Cilt: 2 Sayı: 1, 44 - 72, 01.01.2013

Sam Harden Dawn Lambet

Öz

The purpose of this study was to determine the effects of single-gender grouping on Broadcast Video Production (BVP) students. Students in two first year broadcasting classes created a 45-sec Public Service Announcement (PSA) on bullying. One class consisted of the treatment of single-gender groups (N=24) while the other consisted of mixed-gender groups (N=21). Data was collected over 6-weeks and compared. Behavioral Checklists were used to determine which groups or gender remained focused on the project, and a Group Perception Questionnaire was given at the end of the study to establish student attitudes about group formation. Using a video rubric a statistically significant difference was found between the mean score of boys (M=77.3) and girls (M=75.8), but the comparison class of mixed-gender groups (M=78.1) scored higher than students in the treatment class of single-gender groups (M=76.4).

Anahtar Kelimeler

-

Kaynakça

  • Andrade, H.G. (2000, February). Using rubrics to promote thinking and learning.
  • Educational Leadership, 57(5), 13-18. Bracey, G. (2006). Separate but superior? A review of issues and data bearing on single-sex education. Retrieved from The Great Lakes Center for Education Research and Practice website: http://greatlakescenter.org/docs/Policy_Briefs/Bracey_Gender.pdf
  • Burke, L. A. & Murphy, E. (2006). Female students' experiences of computer technology in singe-versus mixed-gender school settings. E-Journal of Instructional Science and Technology, 9(1), 1-11. Retrieved from www.ascilite.org.au/ajet/e jist/docs/vol9_no1/ papers/full_papers/burke_murphy.htm
  • Costa, P.T., Terracciano, A., & McCrae, R.R. (2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology, 81(2), 322-331. doi:10.1037//0022-3514.81.2.322
  • DePape, D. (2006). Do gender specific classrooms increase the success of students? Retrieved from http://www.mcdowellfoundation.ca/main_mcdowell/projects/research_rep/109_ gender_specific_classrooms.pdf
  • Dewees, A. (2007). How does placing middle school students into same sex-groups for labs and activities affect their performance in science? (Master’s thesis). University of
  • Pennsylvania, Philadelphia, PA. Donaldson, M. (2010). Understanding the gender differences in attitudes toward technology (Master’s thesis). The University of Tennessee at Chattanooga, Chattanooga, TN.
  • Ferrara, M.M. (2010). A chat with a passenger about single-gender learning. Retrieved from the Montgomery Center for Research in Child & Adolescent Development website: http://www.mcrcad.org/2010-Ferrara-chat.pdf
  • Friend, J. (2006). Research on same-gender grouping in eighth grade science classrooms. Research in Middle Level Education Online, 30(4), 1-15.
  • Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York:
  • Teachers College Press. Goudreau, J. (2010, May 20). The new segregation battle: Boys vs. girls. Forbes.com.
  • Retrieved from http://www.forbes.com/2010/05/20/public-schools-education-single sex-classrooms-forbes-woman-leadership-test-scores.html
  • Governor’s Office of Student Achievement. (2010). 2009-2010 Report Card. Retrieved from http://gaosa.org/Report.aspx
  • Heemskerk, I., Dam, G., Volman, M., & Admiraal, W. (2009). Gender inclusiveness in educational technology and learning experiences of girls and boys. Journal of Research on Technology in Education, 41(3), 253-276.
  • Herrelko, J. M., Jefferies, K., & Robertson, A. (2009). The impact of single gender elementary school on mathematics classes in an urban school. scholarlypartnershipsedu, 4(1), 5-19.
  • Hesse-Biber, S., & Carger, G. L. (2000). Working women in America: Split dreams. New
  • York: Oxford University Press. Hoffman, B. H., Badgett, B. A., & Parker, R.P. (2008). The effect of single-sex
  • Instruction in a large, urban, at-risk high school. The Journal of Educational Research, 102(1), 15, 36. Hubbard, L., & Datnow, A. (2005, June). Do single-sex schools improve the education of low-income and minority students? An investigation of California’s public single-gender academies. Anthropology and Education Quarterly, (2), 115-131.
  • Hughes, T.A. (2006). The advantages of single-sex education. Retrieved from ERIC database. (ED492000)
  • Jackson, J. L. (2009). High school students’ attitudes towards single-sex choir versus mixed choir. (Master thesis). Retrieved from http://etd.lsu.edu/docs/available/etd 07072009-204750/unrestricted/jackson.thesis.pdf
  • Klein, S. (2005, October). Title IX and Single Sex Education. PowerPoint presented at the AERA/SIG: RWE Conference, Dayton, OH.
  • Kommer, D. (2006). Consideration for gender-friendly classrooms. Middle School Journal, 38(2), 43-49.
  • Leighton, C.E. (2010). Single-sex classrooms in coeducational schools: Are they living up (Master’s thesis). The University of Tennessee at Chattanooga, Chattanooga, TN.
  • Matthew-Cadore, T. A. (2010). Does gender matter in teaching? (Master’s thesis).
  • Brooklyn College, Brooklyn, N.Y. McFarland, M., Benson, A., & McFarland, B. (2011). Comparing achievement scores of students in gender specific classrooms with students in traditional classrooms.
  • International Journal of Psychology: A Biopsychosocial Approach, 8, 99-114. Retrieved From http://www.psyjournal.vdu.lt/wp/wp-content/uploads/2011/08/IJP_8_2011_6.pdf
  • National Association for Single Sex Public Education. (2011). The legal status of single sex public education. Retrieved August 23, 2011, from http://www.singlesexschools.org/ policy-legalstatus.htm
  • Sax, L. (2005, May). The promise of peril of single-sex public education. Education
  • Week, 24(25), 34-35. Retrieved from http://www.singlesexschools.org/edweek.html Schlechty, P. (2005). Creating great schools. San Francisco, CA: Jossey-Bass.
  • Smyth, E. (2010). Single-sex education: What does research tell us?. Revue Francaise de Pedagogie, 171, 47-55. Retrieved from http://www.esri.ie/publications/latest
  • Publications/view/index.xml?id=3098
  • Spielhagen, F.R. (2011). “It all depends…”: Middle school teachers evaluate single
  • Sex classes. RMLE Online: Research in Middle Level Education, 34(7), 1-12. Sullivan, A., Joshi, H., & Leonard, D. (2010). Single-sex schooling and academic attainment at school and through the lifecourse. American Education Research Journal, 49(1), 6-36. doi:10.3102/0002831209350106
  • Thiers, N. (2006). Do single-sex classes raise academic achievement? Educational Leadership, 63(7), 70.
  • U.S. Department Education. (2004). Nondiscrimination on the basis of sex in education programs or activities receiving federal financial assistance (Department of Education Identification No. RIN: 1870-AA11). Retrieved from http://www2.ed.gov/policy/rights/ reg/ocr/t9-noi-ss.html
  • Vail, K. (2002). Same-sex schools may still get a chance. Education Digest, 68(4), 32.
  • Weil, E. (2008, March 2). Teaching boys and girls separately. New York Times.
  • Retrieved from http://www.nytimes.com/2008/03/02/magazine/02sex3 t.html?pagewanted=all

Yıl 2013, Cilt: 2 Sayı: 1, 44 - 72, 01.01.2013

Sam Harden Dawn Lambet

Öz

Kaynakça

  • Andrade, H.G. (2000, February). Using rubrics to promote thinking and learning.
  • Educational Leadership, 57(5), 13-18. Bracey, G. (2006). Separate but superior? A review of issues and data bearing on single-sex education. Retrieved from The Great Lakes Center for Education Research and Practice website: http://greatlakescenter.org/docs/Policy_Briefs/Bracey_Gender.pdf
  • Burke, L. A. & Murphy, E. (2006). Female students' experiences of computer technology in singe-versus mixed-gender school settings. E-Journal of Instructional Science and Technology, 9(1), 1-11. Retrieved from www.ascilite.org.au/ajet/e jist/docs/vol9_no1/ papers/full_papers/burke_murphy.htm
  • Costa, P.T., Terracciano, A., & McCrae, R.R. (2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology, 81(2), 322-331. doi:10.1037//0022-3514.81.2.322
  • DePape, D. (2006). Do gender specific classrooms increase the success of students? Retrieved from http://www.mcdowellfoundation.ca/main_mcdowell/projects/research_rep/109_ gender_specific_classrooms.pdf
  • Dewees, A. (2007). How does placing middle school students into same sex-groups for labs and activities affect their performance in science? (Master’s thesis). University of
  • Pennsylvania, Philadelphia, PA. Donaldson, M. (2010). Understanding the gender differences in attitudes toward technology (Master’s thesis). The University of Tennessee at Chattanooga, Chattanooga, TN.
  • Ferrara, M.M. (2010). A chat with a passenger about single-gender learning. Retrieved from the Montgomery Center for Research in Child & Adolescent Development website: http://www.mcrcad.org/2010-Ferrara-chat.pdf
  • Friend, J. (2006). Research on same-gender grouping in eighth grade science classrooms. Research in Middle Level Education Online, 30(4), 1-15.
  • Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York:
  • Teachers College Press. Goudreau, J. (2010, May 20). The new segregation battle: Boys vs. girls. Forbes.com.
  • Retrieved from http://www.forbes.com/2010/05/20/public-schools-education-single sex-classrooms-forbes-woman-leadership-test-scores.html
  • Governor’s Office of Student Achievement. (2010). 2009-2010 Report Card. Retrieved from http://gaosa.org/Report.aspx
  • Heemskerk, I., Dam, G., Volman, M., & Admiraal, W. (2009). Gender inclusiveness in educational technology and learning experiences of girls and boys. Journal of Research on Technology in Education, 41(3), 253-276.
  • Herrelko, J. M., Jefferies, K., & Robertson, A. (2009). The impact of single gender elementary school on mathematics classes in an urban school. scholarlypartnershipsedu, 4(1), 5-19.
  • Hesse-Biber, S., & Carger, G. L. (2000). Working women in America: Split dreams. New
  • York: Oxford University Press. Hoffman, B. H., Badgett, B. A., & Parker, R.P. (2008). The effect of single-sex
  • Instruction in a large, urban, at-risk high school. The Journal of Educational Research, 102(1), 15, 36. Hubbard, L., & Datnow, A. (2005, June). Do single-sex schools improve the education of low-income and minority students? An investigation of California’s public single-gender academies. Anthropology and Education Quarterly, (2), 115-131.
  • Hughes, T.A. (2006). The advantages of single-sex education. Retrieved from ERIC database. (ED492000)
  • Jackson, J. L. (2009). High school students’ attitudes towards single-sex choir versus mixed choir. (Master thesis). Retrieved from http://etd.lsu.edu/docs/available/etd 07072009-204750/unrestricted/jackson.thesis.pdf
  • Klein, S. (2005, October). Title IX and Single Sex Education. PowerPoint presented at the AERA/SIG: RWE Conference, Dayton, OH.
  • Kommer, D. (2006). Consideration for gender-friendly classrooms. Middle School Journal, 38(2), 43-49.
  • Leighton, C.E. (2010). Single-sex classrooms in coeducational schools: Are they living up (Master’s thesis). The University of Tennessee at Chattanooga, Chattanooga, TN.
  • Matthew-Cadore, T. A. (2010). Does gender matter in teaching? (Master’s thesis).
  • Brooklyn College, Brooklyn, N.Y. McFarland, M., Benson, A., & McFarland, B. (2011). Comparing achievement scores of students in gender specific classrooms with students in traditional classrooms.
  • International Journal of Psychology: A Biopsychosocial Approach, 8, 99-114. Retrieved From http://www.psyjournal.vdu.lt/wp/wp-content/uploads/2011/08/IJP_8_2011_6.pdf
  • National Association for Single Sex Public Education. (2011). The legal status of single sex public education. Retrieved August 23, 2011, from http://www.singlesexschools.org/ policy-legalstatus.htm
  • Sax, L. (2005, May). The promise of peril of single-sex public education. Education
  • Week, 24(25), 34-35. Retrieved from http://www.singlesexschools.org/edweek.html Schlechty, P. (2005). Creating great schools. San Francisco, CA: Jossey-Bass.
  • Smyth, E. (2010). Single-sex education: What does research tell us?. Revue Francaise de Pedagogie, 171, 47-55. Retrieved from http://www.esri.ie/publications/latest
  • Publications/view/index.xml?id=3098
  • Spielhagen, F.R. (2011). “It all depends…”: Middle school teachers evaluate single
  • Sex classes. RMLE Online: Research in Middle Level Education, 34(7), 1-12. Sullivan, A., Joshi, H., & Leonard, D. (2010). Single-sex schooling and academic attainment at school and through the lifecourse. American Education Research Journal, 49(1), 6-36. doi:10.3102/0002831209350106
  • Thiers, N. (2006). Do single-sex classes raise academic achievement? Educational Leadership, 63(7), 70.
  • U.S. Department Education. (2004). Nondiscrimination on the basis of sex in education programs or activities receiving federal financial assistance (Department of Education Identification No. RIN: 1870-AA11). Retrieved from http://www2.ed.gov/policy/rights/ reg/ocr/t9-noi-ss.html
  • Vail, K. (2002). Same-sex schools may still get a chance. Education Digest, 68(4), 32.
  • Weil, E. (2008, March 2). Teaching boys and girls separately. New York Times.
  • Retrieved from http://www.nytimes.com/2008/03/02/magazine/02sex3 t.html?pagewanted=all
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Sam Harden Bu kişi benim

Dawn Lambet

Yayımlanma Tarihi 1 Ocak 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 2 Sayı: 1

Kaynak Göster

APA Harden, S., & Lambet, D. (2013). THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS. International Women Online Journal Of Distance Education, 2(1), 44-72.
AMA Harden S, Lambet D. THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS. International Women Online Journal Of Distance Education. Ocak 2013;2(1):44-72.
Chicago Harden, Sam, ve Dawn Lambet. “THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS”. International Women Online Journal Of Distance Education 2, sy. 1 (Ocak 2013): 44-72.
EndNote Harden S, Lambet D (01 Ocak 2013) THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS. International Women Online Journal Of Distance Education 2 1 44–72.
IEEE S. Harden ve D. Lambet, “THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS”, International Women Online Journal Of Distance Education, c. 2, sy. 1, ss. 44–72, 2013.
ISNAD Harden, Sam - Lambet, Dawn. “THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS”. International Women Online Journal Of Distance Education 2/1 (Ocak 2013), 44-72.
JAMA Harden S, Lambet D. THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS. International Women Online Journal Of Distance Education. 2013;2:44–72.
MLA Harden, Sam ve Dawn Lambet. “THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS”. International Women Online Journal Of Distance Education, c. 2, sy. 1, 2013, ss. 44-72.
Vancouver Harden S, Lambet D. THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS. International Women Online Journal Of Distance Education. 2013;2(1):44-72.