Abstract
The State of South Carolina has embraced single-sex education to a greater degree (and at a quicker pace) than any other state in the union. Yet, given this push for single-sex classrooms, there is scant research that specifically addresses what instructional practices “work best” when teaching boys and girls separately. This study focuses on the practices and perceptions of teaching social studies within select single-sex elementary classrooms.
Recommended Citation
Lintner, Timothy
(2010)
"The Boys like Action and the Girls like Emotion: Teaching Social Studies in Single-Sex Classrooms,"
Teacher Education Journal of South Carolina: Vol. 3:
No.
1, Article 2.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol3/iss1/2
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