Providing current research to our members is a strategic priority for the Alliance. We deliver access to valuable resources and anaylsis of the latest research findings relevant to educators of girls. Subscription-only academic research articles, as well as open access articles and reports by governments, universities and major organisations are summarised for members, highlighting themes and topics of particular relevance to the education of girls, including academic performance, mental health, leadership, neuroscience, single-sex education, STEM, wellbeing, and work and careers.
With more than 500 research abstracts, including over 160 related to single-sex education, many of which summarise research from subscription-only academic journals, the Alliance Research Library provides an unparalleled source of information on single-sex education for girls.
Library access and membership:
Free library membership and access is available for all staff of Alliance member schools, simply complete the access request form to receive your personalised login.
Annual library subscription for non-Alliance members costs AUD550
$550.00BUY
For more information or member access, please contact Loren Bridge (t) +61 7 5521 0749 (e) [email protected]
This study explored the impact of single-sex schooling on a range of academic outcomes for a sample of British people born in 1958. Data was taken from the National Child Development Study (NCDS) longitudinal study of a single cohort born in Britain in 1 week in 1959. The cohort members…
read more –›This paper explored the ‘dualism associated between societal perceptions of an ICT career and the actual work experience of women who are in this profession’ (Lang, Craig, Fisher, Bennetts & Forgasz, 2010, p. 2). Interviews were conducted with 18 Australian women who were working in ICT professions. The researchers found…
read more –›In this British study, women were asked about their pathways into ICT careers. Empirical work from six research projects was analysed to explore why women are underrepresented in the ICT professions (Griffiths & Richardson, 2010). Over 500 women ‘contributed to six research projects via three online questionnaires and in-depth interviews’…
read more –›The focus of this study was to determine if there was a difference among student performance scores in the area of maths and reading, among departmentalised gender inclusive classrooms compared to coeducational learning environments. The main goal of a departmentalised gender-inclusive classroom is to offer a higher quality of teaching…
read more –›Research was conducted in an American summer school program with three different groupings of students in an introductory science class: female students in an all girls’ class, female students in mixed-gender classes and male students in mixed-gender classes (Drobnis, 2010). A survey measuring attitudes about computers and computer science was…
read more –›This doctoral study examined the impact of single-sex classes on school attendance rate, discipline rate and academic achievement in one coeducational middle school in Florida (Harris, 2010). The school implemented single- sex core curriculum classes in grades six, seven and eight. Data was analysed over several years; both prior to…
read more –›This doctoral study compared differences in mathematics and science achievement scores of girls and boys in single-sex classes and coeducational classes in two Atlanta schools (Sudler, 2009). Results from the statewide Criterion-Referenced Competency Test were analysed for the comparison. Sudler found that that there were differences in mathematics achievement between…
read more –›This study evaluated the academic performance, discipline referral rate, and attendance in single-sex classes in a public elementary school in the Southeastern part of the United States. The sample consisted of 115 first and second grade children who were either in single-sex or coeducational classes. Academic achievement was measured using…
read more –›This study explored the differences in risk-taking preferences among girls and boys. A major research question was: ‘will girls from single-sex schools exhibit more or less risk aversion than girls from coeducational schools?’ Students were given an opportunity to choose a risky outcome, and the sensitivity of observed risk choices…
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