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Who wants to share? : single-gender instruction as a way of promoting participation in writing activities Janes, Ashley B.

Abstract

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.

Item Metadata

Title
Who wants to share? : single-gender instruction as a way of promoting participation in writing activities
Creator
Janes, Ashley B.
Date Issued
2010-12
Description
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.
Genre
Graduating Project
Type
Text
Language
eng
Series
University of British Columbia. LLED 590
Date Available
2014-07-30
Provider
Vancouver : University of British Columbia Library
Rights
Attribution-NonCommercial-NoDerivs 2.5 Canada
DOI
10.14288/1.0078042
URI
http://hdl.handle.net/2429/48563
Affiliation
Education, Faculty of; Language and Literacy Education (LLED), Department of
Peer Review Status
Unreviewed
Scholarly Level
Graduate
Rights URI
http://creativecommons.org/licenses/by-nc-nd/2.5/ca/
Aggregated Source Repository
DSpace

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Attribution-NonCommercial-NoDerivs 2.5 Canada