Co-Education and Gender:The End of the Experiment?

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This article has two inseparable aims: (a) to analyse the relative merits of single-sex and co-educational constructs on self-concept, academic performance and academic engagement; (b) to investigate the manner in which each type of schooling interacts with the individual student; student “peers,” close family, and teachers.


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How to Cite
Clark, I. (2004). Co-Education and Gender:The End of the Experiment?. Education Policy Analysis Archives, 12, 41.
Author Biography

Ian Clark, Lancaster University (UK)

Ian Clark graduated with an honors degree in 1999. After a year working within the Japanese state education system in a variety of establishments, he studied to become a state school teacher of 11-adult age students in the UK at Manchester University. While studying for this degree he participated on many short-term international teaching projects in countries as diverse as Romania, Saudi Arabia and China. After graduation, he returned to Saudi Arabia for a short time before embarking on an MA in Educational Research at Lancaster University in 2002, ostensibly the first year of a PhD in the field. Ian Clark now lives and works in southern China where he continues his PhD work at the University of Hong Kong.