The impact of gender-based professional development on student achievement

Evidence is available supporting boys are treated differently than girls in coeducational classrooms. The trend to address student achievement for all students is required across the country based on the "No Child Left Behind Act." The research will address without the use of appropriate professional development for teachers, there will be no significant difference in classroom strategies and dynamics utilized during instruction. However, issues associated with class separation and the needs of teachers must be resolved. The goal of the research is to assess the professional development needs of teachers and provide effective instructional strategies based on gender and the unique characteristics associated with student learning for teachers participating in a single-gender program. Action research will be the methodology used in the study to gather data and understand the experiences of teachers.