ERIC Number: ED257819
Record Type: RIE
Publication Date: 1984-Mar
Promoting Effectiveness in Classroom Instruction. Year 3: Final Report.
NETWORK, Inc., Andover, MA.
A three-year research and development project investigated sex bias in classroom interactions and developed training strategies to reduce or eliminate them. Two training interventions were taught to two groups of selected fourth, sixth, and eighth grade teachers. One was based on a microteaching model and applied in 44 classrooms in Washington, D.C., while the other, based on a collegial problem solving model, was applied in 24 classrooms in New England. A comparable group of 34 teachers comprised the control group. All classrooms were observed by raters trained in the INTERSECT Observation System. The study's findings emerged in three broad categories: (1) general characteristics of classroom interaction; (2) bias as reflected in classroom interaction; and (3) treatment and control differences. Findings indicated that boys participated in more interactions than their representation in the class would indicate; the reverse was true of girls. Boys received more praise, acceptance, remediation, criticism, and conduct interaction than girls. Approximately half of the typical (control) classes were characterized by sex segregated seating and grouping patterns. Teachers in the two training interventions were less biased in their teaching patterns than teachers in the control group. Of the two interventions, the microteaching was seen as the most equitable. Numerous tables are included. (Author/JD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: NETWORK, Inc., Andover, MA.