Research Library

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]

Transgender students in American and Canadian girls’ schools (Mencher, 2017)

American psychotherapist and researcher, Julie Mencher, gathered data from 33 girls’ schools across the United States and Canada in early 2017 in order to investigate policies relating to transgender students. Mencher’s report, prepared for the National Coalition of Girls’ Schools, considers the important question of female-to-male and male-to-female transgender students…
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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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