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Department of Education. For most of our nation's history, coeducation has been the norm in our public elementary and secondary schools. In recent years, however, interest in public single-sex education has increased substantially.
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Skip to content. Skip to navigation. The number or percentage of primary and secondary schools with at least one teacher who has been trained in comprehensive sex education and who has taught the subject at least once in the last academic year UNAIDS
Jump to navigation. And that means that you as an evaluator should be able to identify and analyse those gendered dimensions. But the way in which this analysis is done will depend on how the evaluator and the intervention being evaluated thinks about gender in the first place.
The United States continues to have one of the highest teen birth rates in the developed world, 1 and adolescent rates of sexually transmitted infections STIs are also high. This brief synthesizes findings from experimental evaluations of program models. These programs used a range of program approaches and served a variety of populations in many different settings.
Over public schools in the United States offer single-gender classes or programs,and the number of schools contemplating such initiatives is growing at a rapid pace. In this book, David W. Chadwell, the first state coordinator for single-gender programs, offers a step-by-step process with practical planning tools for implementing high-quality single-sex programs and schools.
Single-sex education refers to both classes and schools that have only one sex, defined by a biological classification. At the same time, issues of educational equity, whether based in gender, ethnicity, or social class, have been associated with a pushback against coeducation. Many comparisons have been made in many countries to test whether there is an advantage to one gender context or another, yet the conclusions remain under dispute.
Despite their increasing numbers, few of the sexuality education and pregnancy prevention programs in developing countries have been evaluated. This study, conducted inassesses the impact of a school-based sexuality education program, the Grade 7 Project, on Jamaican seventh graders aged and their initiation of sexual activity and use of contraception at first intercourse, as well as the knowledge and attitudes that influence their behaviors. Using a quasi-experimental design, the study measured the effects of the Grade 7 Project when the nine-month intervention was completed short term and one year after that long term.
Best practices for adolescent sex education recommend science-based approaches. However, little is known about the capacity and needs of organizations who implement sex education programs on the local level. The purpose of this research was to describe successes and challenges of community organizations in implementing science-based sex education. Semi-structured interviews focused on success and challenges faced in implementing science-based approaches to program design, implementation and evaluation.