Effects of professional development on teachers' gendered feedback patterns, students' misbehaviour and students' sense of equity: results from a one‐year quasi‐experimental study

Abstract

There have been numerous studies investigating the extent to which teacher-student classroom interactions differ between boys and girls and the results of these studies suggest that teacher negative feedback is higher for boys, which in turn leads to lower levels of on-task behaviour. The article describes the results of a quasi-experimental study, involving 30 teachers and a selection of 129 of their students, aimed at improving teacher feedback patterns, student behavioural responses and student perception of equity in the classroom environment. Fifteen teachers took part in a fivesession professional development programme in which they investigated their own teaching practice by means of collaborative appreciative inquiry. The pre-test and post-test data in the control group illustrate that girls who receive very high levels of positive feedback at the beginning of the year succeed in maintaining and even strengthening their position as favoured students while at the same time lowering their level of raising hands and increasing their level of calling out to the teacher. By contrast, the data in the intervention group show a drop of very high levels of positive feedback and we see the levels of misbehaviour in boys and girls rise. Students' sense of equity increases for all conditions to some extent. The paper considers two alternative explanations for the results: some students actively resist changes in teacher treatment and various confounding factors might have been omitted. Implications and suggestions for further research and the design of professional development programmes on gendered classroom interactions are discussed.

Examining lived experiences in a professional development program for online teaching: A hermeneutic phenomenological approach

“…An initial literature study demonstrates that the design features and factors of a successful TPD for OBT are very similar to those of a general TPD. Both general and OBT TPD emphasise a thoughtful duration (Consuegra & Engels, 2016), the need for professional and peer support (Desimone & Garet, 2015), active learning (Consuegra & Engels, 2016;Gregory & Salmon, 2013), the relationship between theory and practice, and the experience of a TPD's relevance (Hallas, 2006;Wilson, 2012). Thus, general TPD and TPD for OBT appear quite similar at first sight.…”

“…After the first meeting moment, the trainers planned face-to-face and online supervision moments and followed the individual progress of each participant. The program was based on several theoretical underpinnings: a thoughtful duration (e.g., Consuegra & Engels, 2016) in which we did not opt for a single one-shot training, but rather an intensive longer period of time; the need for professional and peer support (e.g., Philipsen et al, 2016), which we provided by means of feedback sessions and stimulated by requiring peer-feedback on the program's online learning platform; active learning (e.g., Desimone, 2009), which was stimulated by allowing the participants to actually experience what they were learning. For example, we offered the participants an online supervision session in an online meeting room (Vitero).…”

Open Praxis vol. 11 issue 2

“…Moreover, a recent review of the literature evidence that BL appears to facilitate learner empowerment more than either face-to-face or fully online courses, with a greater chance of succeeding (Owston, 2018). This condition is valuable if we consider a thoughtful duration (Consuegra & Engels, 2016), the need for professional and peer support (Desimone & Garet, 2015), active learning (Consuegra & Engels, 2016), link and relevance between theory and practice (Wilson, 2012) and the implications for professional identity (Baran, Correia & Thompson, 2011).…”

Improving content, organization, vocabulary, language use, and mechanics using Movie Trailer Media

“…Students often find difficulty in expressing ideas in excellent or structured sentences to be arranged in paragraphs. The teacher-centered Int J Eval & Res Educ ISSN: 2252-8822  Improving content, organization, vocabulary, language use, and … (Nehru Pasoloran Pongsapan) 729 method's typical use results in one-way communication [7]- [9]-unavailability of attractive media for learning discouraged students from learning writing creatively.…”