Who wants to share? : single-gender instruction as a way of promoting participation in writing activities Janes, Ashley B.
In this paper I look at how gender segregation in writing classes could increase the amount of on-task behaviour and voluntary sharing of work. Following a review of recent research in the fields of biological gender differences, single-gender instruction and gender and writing, a study of a grade seven writing class is described. For eleven weeks, I observed both mixed and single-gender groups during a variety of writing activities. Using observation, tally charts and anonymous surveys, I amassed qualitative and quantitative data. These are analyzed to show that improvement could be seen in the areas of voluntary sharing and less off-task behaviour. A discussion and implementations are included.
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