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DOI

10.14221/ajte.2011v36n9.6

Abstract

Concern over retention of boys as well as poor academic performance and behaviour, in a New Zealand co-educational primary school, led the school to trial, a “boys-only class”. This case study reports interview and questionnaire commentary obtained at the beginning and end of the year from the principal, the teacher, pupils and parents, to consider outcomes for male pupils at this school, in regard to learning and social behaviour. The commentary was generally positive, with an emphasis on the gains made in reading and social skills. Findings also suggest that a significant feature in learning progress of children was the teacher - a committed teacher delivering a classroom programme and environment to meet the particular needs of boys in this class

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Link to publisher version (DOI)

10.14221/ajte.2011v36n9.6