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]

Acceleration and gifted girls in New Zealand girls’ schools (Crawford, 2016)

This PhD study on acceleration and gifted students investigates acceleration as an intervention in secondary education within girls’ schools in New Zealand. Margaret Crawford found that schools are designing and evaluating provisions for gifted and talented girls with an emphasis on personalised learning and an appropriate curriculum. Her study highlighted…
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Academic performance and single-sex schooling in Switzerland (Eisenkopf et al., 2015)

A study of female students randomly assigned to single-sex and co-educational classes for a period of four years in Switzerland has found a positive effect on mathematics results. An accompanying survey also found that single-sex schooling strengthens girls’ self-confidence in mathematics (Eisenkopf, Hessami, Fischbacher & Ursprung, 2015, p. 123). The…
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Risk of repeated self-harm in children, adolescents and young adults (Bennardi et al., 2016)

Researchers from Ireland’s National Suicide Research Foundation have found that young people at the highest risk of repeated self-harm are females aged 15-19 and males aged 20-24. While intentional drug overdose is the most common method of self-harm among those aged 10-29, self-cutting is most associated with repetitive self-harm, particularly…
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Upper secondary school teachers’ gendered conceptions about students’ mathematical reasoning (Sumpter, 2016)

Lovisa Sumpter of Dalarna University in Sweden has investigated how teachers apply gender stereotypes to students’ mathematical reasoning, demonstrating that teachers stereotype girls as being insecure in their approach and using standard methods and imitative reasoning, while boys are stereotyped as using multiple strategies, especially on the calculator, and utilising…
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Discussions in neuroscience, psychology and education: Gender differences in mathematics (Buckley, 2016)

While education research shows that gender differences exist in mathematics achievement, recent research in neuroscience does not support the view that they result from biological or ‘hardwired’ differences between male and female brains. This research paper by Sarah Buckley from the Australian Council for Educational Research (ACER), published as part…
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Childhood bullying linked to long-term use of mental health services

New research shows that childhood bullying has a strong link to mental health service use throughout a person’s life, putting additional strain on an “already overstretched” UK healthcare system. A study by the London School of Economics and Political Science (LSE) and King’s College London, tracking mental health service use…
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