Persistent Identifier
|
doi:10.48349/ASU/GXB8E0 |
Publication Date
|
2024-06-26 |
Title
| APPLE (Assessing Positive Peer Learning Environments) Partnership |
Author
| Martin, Carol (Arizona State University) - ORCID: 0000-0003-0666-023X
Fabes, Richard (Arizona State University) - ORCID: 0000-0002-9539-8992
Hanish, Laura (Arizona State University) - ORCID: 0000-0003-4540-2655
DeLay, Dawn (Arizona State University) - ORCID: 0000-0002-5781-8167
Oswalt, Krista (Arizona State University) - ORCID: 0009-0009-0266-4808 |
Point of Contact
|
Use email button above to contact.
Oswalt, Krista (Arizona State University)
Martin, Carol (Arizona State University) |
Description
| Given that there has been no focused examination of gender integration in classrooms in almost 40 years, this project focused on reexamining this issue to better understand how boys and girls in contemporary US classrooms are (or are not) engaged with each other and the impact this has on academic outcomes (school engagement, academic perceptions and achievement). These files include SPSS datasets and a Codebook of data gathered from 3 cohorts of 3rd, 4th, and 5th grade students and their teachers on the current state of gender integration in upper elementary school classrooms. (2024-06-07) |
Subject
| Social Sciences |
Keyword
| Gender segregation
Single-sex classes (Education) (LCSH) http://id.loc.gov/authorities/subjects/sh96010589
Gender integration
Coeducation (LCSH) https://id.loc.gov/authorities/subjects/sh85027662.html
Classroom relationships
Peers and academic success
Academic achievement (LCSH) http://id.loc.gov/authorities/subjects/sh85000296
Classroom belongingness |
Related Publication
| Martin, C. L., Xiao, S., DeLay, D., Fabes, R., Hanish, L. D., & Oswalt, K. (2024). Differing gender diverse children have differing experiences with same- and other-gender peers. British Journal of Developmental Psychology. doi: 10.1111/bjdp.12500 https://doi.org/10.1111/bjdp.12500
Martin, C. L., Fabes, R. A., Hanish, L. D., DeLay, D., Oswalt, K., & Xiao, S. X. (2024). Are Coeducational Classes Truly Coeducational?. The Elementary School Journal, 124(3), 413-433. doi: 10.1086/728674 https://doi.org/10.1086/728674
Xiao, S. X., Martin, C. L., Fabes, R. A., Oswalt, K., Hanish, L. D., & DeLay, D. (2023). Reducing the Math and Language Arts gender gaps in elementary school students through gender integration. Learning and Individual Differences, 108, 102380. doi: 10.1016/j.lindif.2023.102380 https://doi.org/10.1016/j.lindif.2023.102380
Xiao, S. X., Martin, C. L., Spinrad, T. L., Eisenberg, N., DeLay, D., Hanish, L. D., Fabes, R. A., & Oswalt, K. (2022). Being helpful to other-gender peers: School-age children’s gender-based intergroup prosocial behavior. British Journal of Developmental Psychology, 00, 1-19. doi: 10.1111/bjdp.12426 https://doi.org/10.1111/bjdp.12426
Martin, C. L., Xiao, S. X., DeLay, D., Hanish, L. D., Fabes, R. A. Morris, S., & Oswalt, K. (2022). Gender integration and school-age children’s feelings of school belongingness: The importance of other-gender peers. Psychology in the Schools, 59, 1492-1510. doi: 10.1002/pits.22687 https://doi.org/10.1002/pits.22687 |
Language
| English |
Producer
| T. Denny Sanford Harmony Institute (Arizona State University) (Harmony Institute) https://harmonyinstitute.asu.edu/ |
Production Location
| Arizona, United States of America |
Funding Information
| Institute of Education Sciences: GR34697 |
Depositor
| Oswalt, Krista |
Deposit Date
| 2024-06-12 |
Date of Collection
| Start Date: 2018-09 ; End Date: 2022-05 |
Software
| IBM SPSS Statistics, Version: 28 |