2017

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]

Establishing enabling routines and ‘first day, first lesson’ pedagogy (McWilliam & Taylor, 2017)

In this study of how highly effective teachers establish pedagogical routines with a new class, Professor Erica McWilliam and Dr Peter Taylor found that planning and pedagogy are ‘inextricably linked’ and that ‘first day, first class’ success ‘derives from planning for the pedagogy’ (McWilliam & Taylor, 2017a, p. 56). McWilliam and…
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Why are single-sex schools successful? (Dustmann et al., 2017)

A study led by Christian Dustmann, Professor of Economics at University College London, has found that converting educational environments from single-sex to co-ed leads to falling academic results for both boys and girls. For girls it is the presence of boys within their classrooms that appears to be the main…
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Innovation and creativity: Workforce for the new economy (2017)

A report on innovation and creativity by an Australian Parliamentary Committee states that the workforce of the future is dependent on students acquiring a solid STEM education, beginning in primary school. It is of concern, therefore, that the majority of primary school teachers have no educational background in STEM, while…
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Exploring single-sex learning as a remedy for social anxieties in female middle school students (Hart, 2016)

Research undertaken by American researcher, Laura Hart, has found that “participation in single-sex programs can help in easing social anxieties girls may experience while in middle school”. Sixth grade girls placed in a single-sex classroom “found the setting to be more supportive than a mixed-sex classroom”. In addition, Hart found…
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