ERIC Number: ED406166
Record Type: RIE
Publication Date: 1997-Mar
Reference Count: N/A
Gender Difference in Teacher-Student Interaction in High- and Low-Achieving Middle School Biology Classes.
The purpose of this study was to investigate the interaction of male and female students with teachers in low-achieving (LAC) and high-achieving (HAC) middle school biology classes. Forty-six students from HAC and 44 students from LAC were observed during a semester for their interaction with their teacher. Findings indicate that males received more teacher-initiated questions, teacher-directed interactions and teacher feedback than females in both HAC and LAC, but the degree of gender differences in those interaction patterns varied from high to low-achieving classes. Males in HAC and LAC received more instances of every kind of teacher feedback than females, but females in LAC received more instances of praise and further questions from the teacher. In HAC males were found to initiate more questions than females while in LAC the females initiated more questions. (Author/JRH)
Descriptors: Academic Achievement, Biology, Classroom Communication, Foreign Countries, Gender Issues, Junior High School Students, Junior High Schools, Middle School Students, Middle School Teachers, Middle Schools, Science Instruction, Secondary School Teachers, Sex Differences, Teacher Student Relationship
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (70th, Oak Brook, IL, March, 1997).