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]
Lovisa Sumpter of Dalarna University in Sweden has investigated how teachers apply gender stereotypes to students’ mathematical reasoning, demonstrating that teachers stereotype girls as being insecure in their approach and using standard methods and imitative reasoning, while boys are stereotyped as using multiple strategies, especially on the calculator, and utilising…
read more –›While education research shows that gender differences exist in mathematics achievement, recent research in neuroscience does not support the view that they result from biological or ‘hardwired’ differences between male and female brains. This research paper by Sarah Buckley from the Australian Council for Educational Research (ACER), published as part…
read more –›New research shows that childhood bullying has a strong link to mental health service use throughout a person’s life, putting additional strain on an “already overstretched” UK healthcare system. A study by the London School of Economics and Political Science (LSE) and King’s College London, tracking mental health service use…
read more –›A report by Mike Younger, former Dean of Education and Head of the Cambridge Faculty of Education, 2006-2012, examines effective pedagogies for girls’ learning, including whether girls and boys are best taught in single-sex classrooms. Younger concludes that gender gaps in achievement do not stem from differences in academic aptitude,…
read more –›A report by EQUATE Scotland has found that girls-only science lessons could be a way of overcoming girls’ lack of confidence in science and STEM-related classes at school. In fact, the report found that 44% of 12-17 year olds support the introduction of girls-only science clubs or lessons. It should…
read more –›An Australian report has evaluated strategies for preventing and combating school bullying by obtaining insights regarding the effectiveness of these strategies from a diverse range of stakeholders including students, parents, teachers and education leaders. The report’s findings indicate that stakeholders perceive strategies being adopted in Australia’s government schools as generally…
read more –›A study by New Zealand researchers examining how pre-teen girls make sense of the ‘hypersexy’ performances of female pop celebrities has found that “the contemporary ‘hypersexualized’ landscape creates a heavy burden for girls”. Sue Jackson and Sarah Goddard from the School of Psychology, Victoria University of Wellington, write that pop…
read more –›Online sexual harassment and unwanted sexual attention are commonly experienced by adolescents aged 13-18, with studies showing that girls and LGBT students experience higher rates. Multiple studies over the past ten years have estimated rates from 4%-9% at the lower end up to 23%-38% at the higher end, depending on…
read more –›In 2013 American academic Rosemary Salamone published a lengthy response to ‘The pseudoscience of single-sex schooling’, which appeared in the Science journal in 2011. Salamone, a Professor of Law at St John’s University (New York), refuted academic evidence used by the article’s authors to support their arguments that there is…
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