Bad boys and good girls? Patterns of interaction and response in whole class teaching.

This digest found in

Gender

Authors

Myhill, Debra. University of Exeter

Publisher

British Educational Research Journal, Vol. 28, No. 3, 2002, pp. 339-352.

Introduction

Is classroom disruption more likely to result from boys or girls?

What do we know about the detailed patterns of classroom participation for boys and girls and their relationship with disruptive behaviour? How closely do boys' interactions in class relate to disruptive behaviour? How do the patterns of boys' classroom interactions change over time and how do they relate to specific types of teaching? To seek answers to these questions, the University of Exeter, conducted research in a group of Dorset schools to explore boys' under-achievement, investigating patterns of classroom interactions according to both gender and level of achievement. In addition to confirming findings that under-achievers, irrespective of gender, are least likely to be participating positively, the researchers identify ways in which boys change the pattern of their classroom participation over time.

The researchers also question the way in which academic and popular writing on this topic focuses solely upon gender and does not address emerging patterns of attainment within gender groups.

Many teachers will be familiar with the issues highlighted in this report. The evidence presented draws attention to issues which need to be taken into account in curriculum and lesson planning.

Keywords
UK; Gender; Boys; Girls; Primary schools; Secondary schools; Achievement; Teaching styles; Teaching methods; Teacher-pupil relationship; Pupil participation; Classroom teaching; Pupil alienation; Disaffection

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the research aim to do? Classroom interactions - joining in or opting out? The findings of the study. What sort of pupil interaction might impact on learning? How was the study designed? Author's Conclusions Implications Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Bad boys and good girls? Patterns of interaction and response in whole class teaching. This digest found in Gender Send to a friend Word doc 60KB Printer friendly Authors Myhill, Debra. University of Exeter Publisher British Educational Research Journal, Vol. 28, No. 3, 2002, pp. 339-352. Introduction Is classroom disruption more likely to result from boys or girls? What do we know about the detailed patterns of classroom participation for boys and girls and their relationship with disruptive behaviour? How closely do boys' interactions in class relate to disruptive behaviour? How do the patterns of boys' classroom interactions change over time and how do they relate to specific types of teaching? To seek answers to these questions, the University of Exeter, conducted research in a group of Dorset schools to explore boys' under-achievement, investigating patterns of classroom interactions according to both gender and level of achievement. In addition to confirming findings that under-achievers, irrespective of gender, are least likely to be participating positively, the researchers identify ways in which boys change the pattern of their classroom participation over time. The researchers also question the way in which academic and popular writing on this topic focuses solely upon gender and does not address emerging patterns of attainment within gender groups. Many teachers will be familiar with the issues highlighted in this report. The evidence presented draws attention to issues which need to be taken into account in curriculum and lesson planning. Keywords UK; Gender; Boys; Girls; Primary schools; Secondary schools; Achievement; Teaching styles; Teaching methods; Teacher-pupil relationship; Pupil participation; Classroom teaching; Pupil alienation; Disaffection