Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students’ Scholastic Achievements-Reference-Cited by-同舟云学术

Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students’ Scholastic Achievements

Published:2017-07-04 Issue:5-6 Volume:78 Page:385-393
ISSN:0360-0025
Container-title:Sex Roles
language:en
Short-container-title:Sex Roles

Author:

Pennington Charlotte R.,Kaye Linda K.,Qureshi Adam W.,Heim Derek

Funder

University of Lancaster

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Social Psychology,Gender Studies

Link

http://link.springer.com/article/10.1007/s11199-017-0799-y/fulltext.html

Reference63 articles.

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3. Baker, D. P., Riordan, C., & Schaub, M. (1995). The effects of sex-grouped schooling on achievement: The role of national context. Comparative Education Review, 39, 468–482. doi: 10.1086/447341 .

4. Bigler, R. S., & Liben, L. S. (2006). A developmental intergroup theory of social stereotypes and prejudice. Advances in Child Development and Behavior, 34, 39–89. doi: 10.1016/S0065-2407(06)80004-2 .

5. Bigler, R. S., & Liben, L. S. (2007). Developmental intergroup theory: Explaining and reducing children’s stereotyping and prejudice. Current Directions in Psychological Science, 16, 162–166. doi: 10.1111/j.1467-8721.2007.00496.x .

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