A Gendered Choice: Designing and Implementing Single-Sex Programs and Schools

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Over 400 public schools in the United States offer single-gender classes or programs, and the number of schools contemplating such initiatives is growing at a rapid pace. In this book, David W. Chadwell, the first state coordinator for single-gender programs, offers a step-by-step process with practical planning tools for implementing high-quality single-sex programs and schools.

Organized into three parts-considering, designing, and implementing single-gender initiatives in local school sites and districts-this resource includes detailed, essential information on

Restructuring to accommodate single-gender classes

Communicating with parents and overcoming resistance

Understanding relevant legal issues

Facilitating instructional changes

Creating a 1- to 3-year plan

Featuring numerous vignettes, current demographic data, and critical insights for professional development, A Gendered Choice provides everything educators need to know about creating single-gender schools or programs.

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Editorial Reviews

Abigail Norfleet James
"Single-gender education has reemerged as a sound approach to dealing with the academic issues of both girls and boys. This book provides comprehensive procedures for developing single-gender programs of all types. Chadwell covers every step of the process and points out where the pitfalls lie and how to avoid them. The planning tools at the end of each chapter involve the reader in the process and can serve as activities for workshops as schools and school systems begin the process of designing single-gender programs. This is a comprehensive handbook based on personal experience with developing single-gender educational programs. Chadwell knows what he is talking about not only from personal experience, but also as the statewide coordinator of single-sex initiatives for South Carolina. This is the book to read if you are considering implementing single-gender programs in your school."
Ron Walker
"David W. Chadwell, an ardent activist for single-gender education, brings his passion and expertise to bear within the pages of this important book. It is imperative reading for all who seek to be informed about the viability of single-gender education. It’s a must read! "
Leonard Sax
"David Chadwell’s book is a very useful guide for principals and administrators launching single-gender programs."
Pedro A. Noguera
"A thoughtful text and practical guide for educators who are considering establishing single-gendered classrooms."
Kathy Tritz- Rhodes
“The author does an excellent job of providing the reader with each of the steps needed to successfully implement this type of program and the foresight to think about many of the questions and concerns that will come up along the way. Administrators following the process outlined in this book will impress teachers, parents, and the board with their well thought-out approach.”
Tara McGuigan
"This is a fascinating area and a subject that needs to be explored and researched. With books like this, a more open dialogue can begin, and educators can consider more options for improving the learning curves amongst boys and girls.”
Tara Mc Guigan
"This is a fascinating area and a subject that needs to be explored and researched. With books like this, a more open dialogue can begin, and educators can consider more options for improving the learning curves amongst boys and girls.”
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Product Details

  • ISBN-13: 9781412972604
  • Publisher: SAGE Publications
  • Publication date: 11/16/2009
  • Pages: 200
  • Sales rank: 1,485,578
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.60 (d)

Meet the Author

David Chadwell is the coordinator for Single-Gender Initiatives within the South Carolina Department of Education. He works with schools across the state at all stages of implementing single-gender programs. He is also a consultant to principals across the country as they work to create single-gender programs and train their teachers. His comments on single-gender education have appeared in multiple media sources, including MSNBC, ABCNews Online, New York Times Magazine, Education Week, Education Next, USA Today, National Association of Elementary School Principals, and multiple state and local newspapers. In 2004 he helped start the first all-day middle school single-gender program in South Carolina. His career in education has taken him from a private Quaker school in Philadelphia, PA, to an international school in Tianjin, China, to public schools in Columbia, SC. He received his master’s degree in teaching from the University of South Carolina and his master’s degree in philosophy and social policy from The American University.

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Table of Contents

List of Tables viii

Foreword Jim Rex x

Preface xii

Acknowledgments xv

About the Author xvii

Introduction: Defining Single-Gender Education 1

Part I Considering Single-Gender Education 5

1 Gender Makes a Difference in the Classroom 6

Starting Point: Examining Gender Influences 8

Student Performance 8

Social Differences 13

Hormonal Differences 16

Brain Differences 18

Gender Is an Issue 20

Chapter 1 Plarming Tool: Reflecting on Gender 24

2 What We Know About Single-Gender Programs 25

Demographic Data 25

Achievement and Other Data 29

Chapter 2 Planning Tool: Using Data 35

3 Political Opposition to Single-Gender Education 37

The Legal Context of Single-Gender Education 38

Defending Single-Sex Education 38

Parting Words 43

Chapter 3 Plarming Tool: Debating Single-Gender Education 43

4 Frequently Asked Questions 45

Questions About Socialization 45

Questions About Planning 48

Questions About Instruction 51

Chapter 4 Planning Tool: Clearing Roadblocks 54

Part II Designing A Single-Gender Program 55

5 Rationale and Structure 56

Involve Key Stakeholders: Create an Exploratory Group 56

Learn Together About Single-Gender Education 57

Align the Program With the School's Mission Statement 58

Develop a Rationale: Look at School Data 59

Decide on a Structure 61

Chapter 5 Planning Tool: Developing Rationale and Structure 67

6 Legal Issues and Logistics 69

Meeting the Federal Regulations for Single-Gender Programs 70

Single-Sex Schools 78

Creating a Master Schedule 79

Chapter 6 Planning Tool: Examining Legal Boundaries and Schedule Restraints 85

7 Communication 87

Communication WithPrincipals and School Administrators 88

Communication With Teachers 89

Communication With Parents 90

Communication With Students 91

Communication With School Board Members 92

Order of Concerns in Communicating With Each Group 93

Avoiding Stereotypes 94

Chapter 7 Planning Tool: Preparing for Communication 95

8 Building Community 96

Integration of Single-Gender Programs Into School Culture 96

Identity of the Single-Gender Program 97

Location of Single-Gender Classes 98

Program Creed 98

Public Relations Plan 99

Coordinator for the Single-Gender Program 99

Team Building for Students 100

Chapter 8 Planning Tool: Creating Community 102

9 Program Price 104

Low-Cost Options 104

Moderate-Cost Options 105

High-Cost Options 106

Chapter 9 Planning Tool: Budgeting and the Impact of Gender 109

Part III Implementing A Single-Gender Program 111

10 Professional Development 112

Professional Development Opportunities Prior to Implementation 114

Possible Timelines to Prepare Teachers Prior to Implementation 118

Continued Professional Development After Implementation 119

Timeline to Support Teachers After Implementation 121

Chapter 10 Planning Tool: Developing a Professional Development Plan 123

11 Program Evaluation 125

Ensuring Nondiscrimination 125

Reviewing the Rationale: Format 127

Reviewing the Data: Indicators 132

An Ongoing Review Process 135

Chapter 11 Planning Tool: Preparing for Evaluation 135

12 Sustaining a Single-Gender Program 136

Strong Principal Leadership 136

Institutionalize the Single-Gender Program 138

Keep the Program Manageable 140

Agree on Strategies to Use With Boys and Girls 140

Mentor New Teachers 143

Continue Professional Development 143

Instituting Change 145

Chapter 12 Planning Tool: Sustaining Change 146

Reproducible Resources 149

Resource A Sample Creeds From Single-Sex Schools 150

Resource B Sample Proposal Form for Creating a Single-Gender Program 151

Resource C Sample Team-Building Activities for Students 153

Resource D Organizations for the Learning of Boys and Girls 156

Resource E Sample Annual Single-Gender Program Review Form 157

Resource F Sample Letter to Parents to Survey Their Interest 162

Resource G Sample Letter to Parents Informing Them of Single-Gender Program and Surveying Their Interest 163

Resource H Sample Letter to Parents (School Selecting Students With Coed Option Explained) 165

Resource I Sample Letter to Parents (All Students in Single-Gender With Coed Option Explained) 166

References 167

Index 171

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