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CLASSROOM MISCONDUCT AND INTEGRATION BY SEX
Author(s) -
Jones Marshall B.,
Thompson Davidg.
Publication year - 1981
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.1981.tb00564.x
Subject(s) - psychology , tardiness , misconduct , curriculum , developmental psychology , mathematics education , pedagogy , law , political science , schedule , job shop scheduling , computer science , operating system
SUMMARY in the 1978‐79 school year some but not all sections of the 9th grade in a large, free, Formerly sill‐boy private school in Central Pennsylvania were integrated by sex Since the sections varied in both curriculum and ability level and changes from one year to the next were distinctly possible, analysts centered on the interaction between study years (1977‐78 and 1978‐79) and whether or not a section Contained girls in those second year. The hypothesis tested was that male classroom behavior would improve more or deteriorate less in those sections that integrated than the those that did not. The dependent measures were number of detentions and coarse grades for conduct, effort, and achievement. Positive results were obtained for number of detentions when the reason was classroom misconduct but not when it was tardiness or cutting dass. Similarly, positive results were obtained for the conduct grade but not for the effort or achievement grades. Teacher opinion also was that integration by sex produced favorable but specific effects on male classroom behavior.