{"id":4304,"date":"2013-04-05T19:07:46","date_gmt":"2013-04-05T23:07:46","guid":{"rendered":"http:\/\/commons.trincoll.edu\/edreform\/?p=4304"},"modified":"2013-04-05T19:07:46","modified_gmt":"2013-04-05T23:07:46","slug":"research-paper-proposal-2013","status":"publish","type":"post","link":"http:\/\/commons.trincoll.edu\/edreform\/2013\/04\/research-paper-proposal-2013\/","title":{"rendered":"Research Paper Proposal – 2013"},"content":{"rendered":"

Question:<\/strong> How and why has single-sex education been implemented and evolved in Hartford over the last fifteen years?<\/p>\n

Relevance: <\/strong>Single-sex education is a cultural phenomenon, where gender differences are utilized to benefit students, rather than marginalize or ostracize individuals. Single-sex education allows students to grow in an academic environment surrounded only by those of the same sex, eliminating many gendered conflicts that arise in developing adolescents. Single-sex education takes male and female complications and interactions, physically, mentally, and emotionally, out of the academic setting, shifting those relations to an out of school setting. This allows academics to take precedent over such issues.<\/p>\n

Research Strategy: <\/strong>My main focus when searching for sources was variety. I wanted to make sure that I was drawing from a multitude of different types of sources. Therefore, I utilized Google, Google scholar, JSTOR, The Connecticut Government webpage, cga.ct.gov, and the Trinity College Library to find sources. In order to determine how single-sex education has evolved over the past 15 years, The Hartford Courant articles will show the differing opinions of the people of Hartford and the government pertaining to funding and experimenting with the method. I will also use the yearly reports published by the Connecticut Public School system on single-sex education, which tracks statistics, goals and mission statements of their efforts. I located this text through the Connecticut State Education Research Center online. I needed to make sure that my sources accurately depict how single-sex education has changed over time, so I next looked for sources that ranged back from 1998. I was able to find an article from The Hartford Courant dating back to 1998. This article reflects on the debate of Single-sex education, and women who were defending its ideologies. Based on the viewpoint of single-sex education from Hartford\u2019s residents in 1998, I can track how the attitudes have changed and shifted over time. I also located an Education Policy book published each year, wherein the benefits and fallbacks of single-sex education are investigated. <\/em><\/p>\n

Sources:<\/strong><\/p>\n

The Advantages Of Single-Sex Education<\/strong><\/p>\n

The Hartford Courant,\u00a0RUSSELL BLAIR,\u00a0August 13, 2010<\/p>\n

http:\/\/articles.courant.com\/2010-08-13\/news\/hc-itowns-single-sex-0815-20100813_1_single-gender-school-public-schools-magnet-schools<\/a><\/p>\n

No Endorsement Of Single-Sex Schools Given<\/strong><\/p>\n

The Hartford Courant,\u00a0August 23, 2010<\/p>\n

http:\/\/articles.courant.com\/2010-08-23\/news\/hc-le-howe-single-sex-0821-20100823_1_title-ix-education-programs-and-activities-e-mails<\/a><\/p>\n

Women Defend Single-sex Education<\/strong><\/p>\n

The Hartford Courant,\u00a0By ROBERT A. FRAHM,\u00a0March 23, 1998<\/p>\n

http:\/\/articles.courant.com\/1998-03-23\/news\/9803230145_1_single-sex-schools-coed-schools-coeducational-schools<\/a><\/p>\n

EDUCATION; Boys Will Be Boys? Then Teach Them Separately, Perhaps<\/strong><\/p>\n

The Hartford Courant,\u00a0By THOMAS KAPLAN,\u00a0Published: March 23, 2008<\/p>\n

http:\/\/query.nytimes.com\/gst\/fullpage.html?res=9E02E2D91F30F930A15750C0A96E9C8B63<\/a>\u00a0<\/em><\/p>\n

Reform or Retrenchment: Single Sex Education and the Construction of Race and Gender,<\/strong> Verna L. Williams\u2028, University of Cincinnati College of Law<\/p>\n

Single-Sex Education<\/strong>, The Connecticut Context, Technical Report, 2013<\/p>\n

http:\/\/ctserc.org\/docs\/Single-Sex%20Education%20report%20SERC%202013.pdf<\/a><\/p>\n

OLR Research Report<\/strong>, CT SINGLE-SEX EDUCATION PROGRAMS, December 5, 2006, Soncia Coleman, Associate Legislative Analyst<\/p>\n

http:\/\/www.cga.ct.gov\/2006\/rpt\/2006-R-0714.htm<\/a><\/p>\n

Class Divide: Single-Sex Schoolrooms Take Off, <\/strong>Some Wary Of Growing Trend, But Advocates’ Fervor Is Catching, JIM FARRELL, <\/strong>June 12, 2007<\/strong><\/p>\n

http:\/\/www.hartfordinfo.org\/issues\/documents\/Education\/htfd_courant_061207.asp<\/a><\/p>\n

Brookings Papers on Education Policy<\/strong>, <\/strong>Rosemary C. Salomone, Cornelius Riordan and Janice Weinman, 1999, Published by: Brookings Institution Press<\/a>, <\/strong>http:\/\/www.jstor.org\/stable\/20067210<\/strong><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Question: How and why has single-sex education been implemented and evolved in Hartford over the last fifteen years? Relevance: Single-sex education is a cultural phenomenon, where gender differences are utilized to benefit students, rather than marginalize or ostracize individuals. Single-sex education allows students to grow in an academic environment surrounded only by those of the … Continue reading Research Paper Proposal – 2013<\/span><\/a><\/p>\n","protected":false},"author":520,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[49],"tags":[],"_links":{"self":[{"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/posts\/4304"}],"collection":[{"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/users\/520"}],"replies":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/comments?post=4304"}],"version-history":[{"count":1,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/posts\/4304\/revisions"}],"predecessor-version":[{"id":4305,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/posts\/4304\/revisions\/4305"}],"wp:attachment":[{"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/media?parent=4304"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/categories?post=4304"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/tags?post=4304"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}