Teacher talk directed to boys and girls and its relationship to their behaviour

Swinson, Jeremy; Harrop, Alex

doi:10.1080/03055690902883913

Cited by 15 publications

(15 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Noting the variations in the results of earlier studies, which ranged from reports of teachers giving considerably more attention to boys than to girls, through teachers giving equal amounts of attention to both groups of pupils to one report of teachers giving more attention to girls, and mindful of some of the criticisms of the investigations raised by Hammersley (1990), Swinson and Harrop (2009), conducted an investigation in which observations were made of 18 primary school teachers and their classes. The teacher behaviours that were observed were: questioning, instructing and redirecting, approval for academic behaviour, approval for social behaviour, disapproval for academic behaviour, and disapproval for social behaviour.…”

Section: Introductionmentioning

confidence: 97%

“…As a consequence of the above indications, it was decided to design an investigation using the same rigorous methodology as that employed when investigating the primary school (Swinson and Harrop 2009), in order to be able to draw fair comparisons between the verbal behaviours of the teachers and the on-task behaviour of the pupils exhibited in the two settings. Using the same methodology was thought to be essential in making a fair comparison.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Comparison of teacher talk directed to boys and girls and its relationship to their behaviour in secondary and primary schools

Harrop

Swinson²

2011

Educational Studies

Self Cite

View full text Add to dashboard Cite

Educational Studies 0305-5698 (print)/1465-4300 (online) Original Article 2010 Taylor & Francis 00 0 0000002010 AlexHarrop a.harrop@ljmu.ac.ukThere have been a number of earlier investigations, using differing methodologies, into the extent to which teachers in the secondary school interact with boys and girls and the results have suggested an imbalance in the teachers' verbal behaviour towards the genders that is quite similar to the imbalance found in teachers' behaviour in the primary school. The main aim of this study was to devise an investigation using the same methodology as that used in a recent primary school investigation in order to be able to make a fair comparison between the two levels.The results showed considerable differences in the teachers' verbal behaviour towards the genders in the secondary school from that of teachers in the primary school. Where the primary school data showed teachers interacting more with the boys than the girls and the boys being less on-task than the girls, the secondary school data showed no such differences. IntroductionIn an article reviewing research on "gender equity", Bailey (1993), noted that since the 1970s there had been reports of teachers giving more attention to boys than girls at all levels, ranging from elementary through secondary classrooms to university lecture halls. Later, Kelly (1988) completed a meta-analysis of more than 80 studies with similar findings. More recently, Howe, in a report on gender differences in classroom interaction, commissioned by the Scottish Office, Education and Industry Department, discussed the results of a number of studies, noting, amongst other findings, that the most striking aspect was "that contributions from boys predominate during classroom interaction" (1997, 42). Moreover, she noted that boys received a greater percentage of negative feedback than did girls. Again, Jones and Dinda (2004), in the USA, completed a meta-analysis from 32 studies across the age range and found teachers interacting more with the male pupils than with the female pupils and having more negative interactions with the males than the females, but not more positive interactions.In the primary school, there have been two large-scale investigations in Britain and these have produced conflicting results. Mortimore et al. (1988) noted more communication between teachers and boys than between teachers and girls, the main difference being that the boys received more criticism and neutral comments about their behaviour. The boys were given more supervision, particularly as feedback,

show abstract

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Comparison of teacher talk directed to boys and girls and its relationship to their behaviour in secondary and primary schools

Harrop

Swinson²

2011

Educational Studies

Self Cite

View full text Add to dashboard Cite

show abstract

“…Understandably teachers dominate the speech and use most of the time talking: teachers talk about two thirds and students one third of the time (Harrop and Swinson, 2011). However, of the student time, boys use the most while girls stay quiet and adjust to their role of pleasing the teacher (Swinson and Harrop, 2009). Girls reply when being asked, boys do not ask for their turn but take it without permission.…”

Section: (5) Learning Materials and Media Strengthen The Stereotypesmentioning

confidence: 99%

Nine Contradictory Observations About Girls’ and Boys’ Upbringing and Education – The Strength-Based Approach as the Way to Eliminate the Gender Gap

Määttä

Uusiautti

2020

Front. Educ.

View full text Add to dashboard Cite

Several studies in the 1970s and 1980s have showed how girls' courage or willingness to bring out their talents and strengths at school is hindered by many factors. The self-esteem of girls who are known to be talented decreases especially during their adolescence. This phenomenon is connected to girls' ability to notice conflicting expectations in their environment. They realize that they are expected to possess certain traditional female characteristics such as passiveness, adjustment, sensitivity to others' expectations, and altruism. They are not expected to show competitiveness. At the same time, girls are expected to perform well at school. Girls learn to regulate their behaviors and study quietly, but this could also hinder their talents to come forward. Still, they pursue perfect scores that eventually do not bring them satisfaction. Earlier research has showed that teachers treat girls and boys differently, based on stereotypical assumptions about troublesome boys and compliant girls, and they also interpret reasons for girls' and boys' behaviors differently. The 21st century seems to both repeat and question many of the research results about gender differences. In this article, we analyze gender cap through nine viewpoints by presenting contradictory research results about girls' and boys' upbringing and education. It is crucial that each individual can develop their own strengths for the best of themselves and the society-regardless of their gender. As the conclusion we present the role of strength-based teaching as the means to promote gender equality at school. It is based on the ideology of positive psychological research and on the fundamental idea that strengths belong to everyone. The ability to recognize and use one's strengths has not only personal benefits in terms of increased life satisfaction but also societal benefits as strengths help facing adversities, overcome difficulties, and prevent malaise, and increase wellbeing in general. When people flourish, not only the people but also the society succeeds-and it all starts from school. The strength-based approach can direct teachers' attention away from good-girl-expectations to universal and genderless strengths, and help girls find success in life that is based on well-being and profound understanding of one's potential.

show abstract

“…Forschungsergebnisse im Bereich der Unterrichtskommunikation zeigen, dass Mädchen und Jungen eine unterschiedliche Einbindung in den Unterricht erfahren. So haben Jungen mehr Redebeiträge im Unterricht als Mädchen, erhalten mehr Aufmerksamkeit der Lehrkraft und bekommen dadurch auch mehr Feedback (Brophy/Good 1976;Frasch/ Wagner 1982;Kelly 1988;Swinson/Harrop 2009). Auch der inhaltliche Bezug des Feedbacks an Mädchen und Jungen scheint sich zu unterscheiden.…”

Section: Introductionunclassified

“…Da bisherige Studien in der Grundschule feststellen konnten, dass Lehrkräfte Jungen im Unterricht mehr Aufmerksamkeit zukommen lassen als Mädchen(Sadker/ Sadker 1990), wird angenommen, dass sie auch in der vorliegenden Stichprobe mehr Reaktionen auf ihr Verhalten erhalten. 2 Werden Jungen im Unterricht häufi ger getadelt und Mädchen häufi ger gelobt?Aufgrund mehrerer Forschungsergebnisse im Grundschulunterricht ist davon auszugehen, dass Jungen häufi ger negativ getöntes Feedback erhalten als Mädchen, aber Mädchen nicht häufi ger als Jungen positiv getöntes Feedback erhalten(Dweck et al 1978;Frasch/Wagner 1982;Jones/Dindia 2004;Swinson/Harrop 2009). 3 Bekommen Jungen im Unterricht mehr Reaktionen der Lehrkraft auf Disziplinstörungen als Mädchen?…”

unclassified

„Prima, Lisa. Richtig“ und „Psst, Max. Hör auf zu stören!“ Eine quantitative Studie zu Unterschieden im Feedbackverhalten von Lehrkräften gegenüber Mädchen und Jungen im Mathematikunterricht des zweiten Schuljahres

Denn¹,

Lotz²,

Theurer³

et al. 2015

gender

View full text Add to dashboard Cite

Teacher talk directed to boys and girls and its relationship to their behaviour

Cited by 15 publications

References 21 publications

Comparison of teacher talk directed to boys and girls and its relationship to their behaviour in secondary and primary schools

Comparison of teacher talk directed to boys and girls and its relationship to their behaviour in secondary and primary schools

Nine Contradictory Observations About Girls’ and Boys’ Upbringing and Education – The Strength-Based Approach as the Way to Eliminate the Gender Gap

„Prima, Lisa. Richtig“ und „Psst, Max. Hör auf zu stören!“ Eine quantitative Studie zu Unterschieden im Feedbackverhalten von Lehrkräften gegenüber Mädchen und Jungen im Mathematikunterricht des zweiten Schuljahres

Contact Info

Product

Resources

About