Providing current research to our members is a strategic priority for the Alliance. We deliver access to valuable resources and analysis of the latest research findings relevant to educators of girls. If you have any suggestions for research topics or feedback on our research collateral, please contact our Research Manager, Suzanne Barry (e) [email protected].
Access to some areas listed below is restricted to member schools. For more information or member access, please contact Loren Bridge (t) +61 7 55210749 (e) [email protected].
A recent research study that considers “Spanish secondary school teachers’ views of gender differences in academic achievement and study choices” has been published by authors from an interdisciplinary research institute in Spain (Sáinz et al., 2021, p. 1). The authors initially developed the idea for this article due to the…
read more –›A recent article from Kendall L. Beeman (2022) has explored the benefits of online learning for typically quiet girls, and how educators can use this information to support students in face-to-face classroom environments. The extensive online learning transition that occurred during the COVID-19 pandemic provided various opportunities for “typically quiet…
read more –›Recent research from scholars at the University of Pennsylvania has addressed the gender gap in “attitudes toward leadership and political participation” that exists “[a]cross countries” (Lee and Sambanis, 2023, p. i). This gap first begins to occur early in a girl’s life and can be influenced by behaviours and social…
read more –›Mission Australia recently released the results of its 21st Youth Survey. This is the largest annual survey of its type in Australia, which was developed to “amplify the voices and experiences of young people so that young people have a say in decisions that will affect their future”.
read more –›Researchers from the Harvard Graduate School of Education (Cambridge, MA) and the Centre for Global Development (Washington, DC) have recently undertaken a review of research articles that address educational interventions. The authors have specifically considered interventions that can provide insight into girls’ education by assessing initiatives specifically designed for girls,…
read more –›An article about the implementation of a Reading for Pleasure programme at a girls’ school has been the subject of a recent collaboration between a researcher at the University of Newcastle and Queenwood School, Sydney, Australia (Collins, et al., 2022). This research was based on the implantation of a whole…
read more –›The Girls’ School Association (United Kingdom) has partnered with ImpactEd to undertake research to better understand how the COVID-19 pandemic impacted girls in different education environments. This report specifically focussed on “disadvantaged girls and girls with SEND” (special educational needs and disabilities) and considered how single-sex education environments impacted these…
read more –›STEM is one of the fastest growing employment fields, with numerous job opportunities being fuelled by rapid technology development. Despite advances in diversity and accessibility, students with disabilities still face disadvantage and barriers when attempting to engage with careers in STEM. Researchers from Chapman University in California have considered how…
read more –›Researchers have undertaken a project to “explore how gifted girls perceived and coped with loneliness and the relationship between loneliness and giftedness from their perspectives” (Unal & Sak, 2022, p. 1). Gifted students are “often labeled [sic] ‘different’ by their teachers and peers” (Unal & Sak, 2022, p. 1). As…
read more –›Menstrual management is a critical issue across the globe, yet little published research addresses this topic within the context of school education. Researchers from the Western Sydney University and the Medical Research Institute of New Zealand have recently published an article discussing what Australian schools can do better to support…
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