Abstract
THIS paper reports research conducted as part of the Single-Sex Education Pilot Project (SSEPP) which was undertaken in 1993–1994 in Western Australia. The project involved the implementation of single-sex science and/or mathematics in ten coeducational secondary schools. Unlike previous similar initiatives, the SSEPP included professional development for the teachers involved and systematic monitoring. The paper presents an analysis of teachers' reactions to and perceptions of the SSEPP. It gives voice to teachers' views of the major issues which arose during the project, concerning outcomes for students, school organisation, teacher professional development, community response and sustainability of the change.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
