2015

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. Academic research 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.

Access is restricted to member schools. For more information or member access, please contact Loren Bridge (t) +61 7 5521 0749 (e) [email protected]

Parents on social media: Likes and dislikes of sharenting (University of Michigan, 2015)

An American survey investigated the issue of parents sharing information about their children on the internet (known as ‘sharenting’), finding that 74% of parents feel that another parent has shared too much information online (University of Michigan, 2015b). The National Poll on Children’s Health, conducted by the University of Michigan’s…
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Oxford University launches guide and videos for parents coping with a child’s self-harm

Oxford University has launched a free downloadable guide for parents and carers coping with the difficult situation of their child’s self-harm. Based on in-depth research with parents showing that they often feel isolated and don’t know where to turn, the guide contains topics including understanding self-harm, managing injuries, and looking after parents’ own…
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Girls-only classes provide benefits beyond academic achievement in middle school (Hart, 2015)

An American study has concluded that during the critical middle school years when girls are struggling with social interactions relating to adolescence, all-girl classes may provide non-academic benefits that help girls through this transition period. Laura Hart’s study took place over three years within a co-educational middle school, with three successive cohorts of sixth grade…
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