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Bad Boys and Good Girls Patterns of Interaction and Response in Whole Class Teaching

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Bad Boys and Good Girls? Patterns of Interaction and Response in Whole Class Teaching ... General concern in England over the underachievement of boys ... – PowerPoint PPT presentation

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Title: Bad Boys and Good Girls Patterns of Interaction and Response in Whole Class Teaching


1
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

2
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

3
Theory
  • Achievement in the classroom can be associated
    with students patterns of interaction and
    response

4
Independent Variables
  • Two Levels of Independent Variables
  • Gender
  • Level of Achievement
  • Two levels High and Low
  • Dependent Variable
  • Interaction level within the classroom

5
Theoretical Construct
  • Participation as classroom interaction
  • Operational Definition
  • Quantitative analysis of classroom interaction
    patterns through classroom observation.

6
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.

7
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.

8
Categories used in defining interaction types
9
Positive Interaction Results
10
Negative Interactions Results
11
  • 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

12

13
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

14
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.

15
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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