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. 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

$550.00JOIN

For more information or member access, please contact Loren Bridge (t) +61 7 5521 0749 (e) [email protected]

Alliance guide to coronavirus and mental wellbeing resources

In order to assist our members during this unprecedented time, the Alliance has compiled a list of resources addressing the issue of managing mental wellbeing, stress and anxiety in teens and children during the coronavirus crisis from Australia, New Zealand and overseas. If you have any suggestions for additions to…

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Do teacher expectations contribute to differences in achievement between boys and girls at the beginning of schooling? (Gentrup & Rjosk, 2018)

A German study exploring whether teacher expectations contribute to gender gaps in student achievement has found evidence that girls who experienced strong negative teacher bias were more vulnerable to adverse achievement outcomes, particularly in maths (Gentrup & Rjosk, 2018, p. 295). Understanding disparities in student achievement outcomes on the basis…

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Activity levels of girls in single-gender and mixed-gender physical education (Wallace, Buchan & Sculthorpe, 2020)

A Scottish study has found that girls spend significantly more time undertaking moderate to vigorous physical activity in single-gender PE lessons. In addition, most girls enjoy and prefer single-gender PE lessons for games such as basketball. The study authors suggest that segregating PE classes for game-based activities could lead to…

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Productive thinking and science learning in single-sex and mixed-sex design teams (Guzey & Jung, 2020)

A study of an engineering design task undertaken in single-sex and mixed-sex teams in an American middle school setting found that the “gender composition of design teams influenced thought processes expressed by boys and girls”, with boys and girls in single-sex teams demonstrating more divergent thinking (brainstorming) than those in…

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Outdoor adventure education in an all-girl school (Richmond et al., 2018)

A US study of a six-day outdoor education camp for students at an all-girl school has found that out-of-school time educational activities, especially outdoor adventure programs, can complement classroom learning by boosting feelings of belonging among students, while also developing self-efficacy, self-confidence and resilience. These outcomes were subsequently linked to…

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Future orientation among students exposed to school bullying and cyberbullying victimisation (Laftman et al., 2018)

A Swedish study has found that students who are victims and/or perpetrators of bullying or cyberbullying are more likely to report negative perceptions about their future than students who are not involved in bullying behaviours (Laftman, Alm, Sandahl & Modin, 2018, p. 605). Future orientation refers to an individual’s thoughts,…

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Pastoral care in a Catholic girls’ high school (Torres, 2019)

An American study has found that alumnae of a Catholic girls’ high school in California highly value the pastoral care, mission, tradition and community that they experienced at the school, as well as the all-female environment which encouraged them not only academically, but also supported them to be involved in…

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Girls’ and boys’ perceptions of the transition from primary to secondary school (van Rens et al., 2019)

A Dutch study examined gender differences regarding the experiences of students transitioning from primary school, finding that girls were more successful than boys in adapting to the academic demands of secondary schooling. However, both boys and girls felt ill-prepared to cope with the social and emotional challenges that come with…

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