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]
A study examining the effect of single-sex maths classes in co-educational schools in Chile has found that they reduce the maths gender gap between girls and boys “by more than half”. This positive effect for girls is achieved without any decrease in the maths achievement of boys. In addition, writes…
read more –›A Canadian review of the past twenty years of research on single-sex education has found that it “has the potential to enable the challenging or disrupting of some gender norms, by both girls and boys” and that it presents “some promising, yet limited, evidence related to creating conditions for equity”.…
read more –›An Australian study by researchers from Wollongong University outlines the key points that will help inform the development of evidence-based guidelines for schools seeking to better respond to the rising incidence of student self-harm (Matthews, Townsend, Gray & Grenyer, 2021, pp. 187-188). Non-suicidal self-injury (NSSI) has recently been included as…
read more –›Over twenty years of New Zealand data has shown high levels of student engagement with science in primary school but low levels in secondary school. This study examines science engagement in the middle years of school (Years 7-10) to gain insight into when and why science engagement begins to decline.…
read more –›This webinar series showcases cutting-edge research relevant to girls’ education. It is designed for educators looking to stay on top of emerging trends and issues in girls’ learning and wellbeing. Each of the webinars features a unique research project and shares the findings, recommendations and experiences of the researcher. The projects cover academic buoyancy, culturally sensitive intervention for girls at risk, and feedback strategies to help girls move forward, thrive and grow. Three of the projects were conducted in girls’ schools. NON-MEMBER access to the series can be purchased for $154 (AUD inc GST) on our Events page.
read more –›Research from the United Kingdom indicates that girls who attend single-sex girls’ schools are generally more confident and more emotionally in control than girls attending state and independent co-educational schools. AQR International’s ‘mental toughness’ research has also found that the pandemic may have exacerbated gaps and differences that already exist…
read more –›An Israeli study comparing the maths achievement of male and female students in single-sex and mixed-sex classes in primary and middle school found that classroom type does not affect boys, but it does have a significant effect on girls’ achievement, particularly for girls in primary school (Skital & Tîru, 2021,…
read more –›A study investigating the motivational profiles of high-ability students attending a girls’ secondary school in Singapore has found three clusters of girls with distinct motivational profiles which differ significantly in terms of self-efficacy, intrinsic task value, effort, and enjoyment in learning. Highly motivated, high-ability girls were found to be the…
read more –›Chloe Watson and Sasha Ban write in the British Journal of Nursing that the incidence of body dysmorphic disorder (BDD) is increasing in children and young people. During adolescent development, brain neuroplasticity plays a role in influencing perception, leading to rising concern about the role of social media in the…
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