Abstract
The study—funded through a Dwight D. Eisenhower Professional Development Grant—examined gender differences and the process of Internet-assisted inquiry in a single-sex, technology-enhanced environment. Five group case studies consisted of various configurations selected from a cohort group of students and teachers representing two city school systems, five county systems, and one private school. A qualitative approach to research was implemented using the constant comparative method of data analysis. Data in the form of observational field notes, transcripts of video tapes, artifacts, and photos resulting from a two-week summer workshop revealed interesting findings regarding student behaviors while interacting with computers in a single-sex environment. Results from the study indicate that female students—when interacting within a single-sex environment—display similar behaviors as male students do when engaging in technology-enhanced activities. Additional findings show that the classroom teacher, operating within a theoretical framework and personal educational philosophy, can either hinder or enhance student processes.
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