Bad Boys and Good Girls? Patterns of Interaction and Response ...

Bad Boys and Good Girls? Patterns of Interaction and Response ...

Bad Boys and Good Girls? Patterns of Interaction and Response in Whole Class Teaching Myhill, Debra. (2002) Bad Boys and Good Girls? Patterns of Interaction and Response in Whole Class Teaching. British Educational Research Journal. 28. 339-352. Retrieved November 5, 2007. from Psychinfo database. Jenny Braa Study Performed Due to

General concern in England over the underachievement of boys Concern increased recently due to year 2000 results showing females surpassing males Gap between genders is increasing

Theory Achievement in the classroom can be associated with students patterns of interaction and response Independent Variables Two Levels of Independent Variables:

Gender Level of Achievement Two levels: High and Low Dependent Variable Interaction level within the classroom Theoretical Construct

Participation as classroom interaction Operational Definition Quantitative analysis of classroom interaction patterns through classroom observation. Subjects Students in 36 varying classrooms at years 1, 4, 5, 8, 9, and 10. Students were taken from 12 different school of both urban and

rural demographics of England. Four children were selected from each classroom comprised of a high-achieving male and female and an underachieving male and female. The teacher of the students was also a participant of the study. Method Students were observed for 15 minute periods. The number of times the subjects engaged in

verbal and non-verbal interactions was recorded and categorized based on interaction types. Statistical significance was tested on the data using a univariate analysis of variance against the two independent variables. Univariate analysis explores each variable separately through looking at the range of values as well as the central tendency of the values to summarize and reveal patterns within the data. Categories used in defining

interaction types Positive Interaction Results Negative Interactions Results Off-task interactions were studied on a scale of 1-4 for each observation period instead of through occurrences. 1-represents a child rarely off-task 2-occasionally off-task 3-repeatedly off-task

4-off-task throughout Results show

All figures are statistically significant or approaching statistical significance From the beginning, underachieving males are least likely to interact in discussion By 4th grade underachieving female were also less willing to join in and from this point on the two sexes hold many similar characteristics In the 5th year high-achieving males shifted from the most likely participants to being almost as reluctant as underachievers to participate May be direct relationship between academic achievement and interaction rather than sex and interaction

Calling out shifts from male dominance to underachievers dominance Overall Points to a significant relationship between achievement and interaction level (student

response) in whole class teaching. Male students had the largest shift in interaction; went from positive interaction to most likely to engage in off-task activities Male students also had more occurrence of calling out which may be what gives individuals the perception of male dominance in classroom interaction. Effects on results

High school teachers teaching style usually includes teacher dominated classrooms with little attempt to involve children in discussion or direct interaction Some may say the number of times of children putting their

hands up or being involved in discussion is too low to draw conclusions due to gender and achievement In last year of each phase of schooling there is a decline in classroom participation and an increase in talking to neighbor which may be due to becoming the oldest, reflecting a cultural reluctance to participate (In adolescence its not cool to work hard in school) or the students felt less inclination to please the teacher The teacher was aware of the focus of the study being conducted which may have impacted who is called on or interacted with Some of the individual or paired group categories assigned were never discussed or shown results for

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