The relationship between opportunities for cross-sex peer learning and student attitudes toward cross-sex peer learning in science was addressed in an analysis of data from 29 fourth- and fifth-grade classrooms. It was found that teachers rarely organize instruction to encourage peer learning and that students are generally unwilling to work with a cross-sex classmate on science projects. Students in classrooms exhibiting relatively higher levels of collaborative opportunities held statistically significantly less stereotyped attitudes than students in classrooms where collaboration was relatively rare.
Get full access to this article
View all access options for this article.
References
1.
Lambert, N.
, Hartsough, C., Caffrey, C., & Urbanski, C.APPLE: Manual for APPLE observers.Berkeley: University of California, 1976.
2.
Lockheed, M.
, Amarel, M., Finkelstein, K. J., Harris, A., Flores, V., Holland, P., McDonald, F., Nemceff, W., & Stone, M.Year One report: Classroom interaction, student cooperation and leadership.Princeton: Educational Testing Service, 1981.
