Final Critic Project
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Final Critic Project






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    Final Critic Project Final Critic Project Presentation Transcript

    • Final critic project Teacher-Student Interaction: Cross- Gender Study -- 9659507 Vicky--
    • Duffy, J., Warren, K., & Walsh, M. (2001). Class room interactions: Gender of Teacher, Gender of Student, and Classroom Subject. Sex Roles, 45 . Journal articles(1) Introduction Elementary and junior high school teachers interact more with male students Class subject Gender of teacher Gender of student Type of interaction Method INTERSECT observational instrument
      • Result
      Interaction with male students 1.Female teachers > Male teachers 2. Female mathematics teachers, male and female literature/language teachers > male mathematic teachers Types of interactions Female students: more remediation Male students: more criticism Intellectual/Conduct Appearance/Other Praise/Acceptance Remediation/Criticism
      • Males did receive more interactions, especially
      • acceptance-intellectual, criticism-intellectual
      • and criticism-conduct interactions
      • Content of interactions
      • Intellectual interactions :
      • Mathematics classes > Literature classes
      • Conduct interactions :
      • Literature classes > Mathematics classes
      • Student initiators of interactions
      • * There were no gender differences among students in the rates of responding to questions asked by teachers to the class as a whole
      x Male students did initiate more interactions Lit/Lg x x Math Male teacher Female teacher
    • Journal articles(2)
      • Lee, J. (2002). Gender effect on error treatment in university ESL classrooms Electronic Magazine of Multicultural Education, 4 (2).
      • Hypothesis
      • 1.Female students will receive less error treatments than male students
      • 2.The errors female students make will be treated in a less explicit manners than male students
      • Methods
      • Classroom observation/survey of students/
      • interview of instructors
      • Results
      • Students
      • Both male and female students preferred explicit error treatment by explanation to recast and repetition
      • Female participants agree more with explicit oral error treatments and metalinguistic error treatment to recast and repetition than male counterparts
      • Both male and female students preferred in-class error treatment
      • Teachers
      • Error treatment was given to male students twice as much as to female students
      • Male student : more explicit treatments
      • Female students: more clarification requests
    • Journal articles(3)
      • Wolfe, P. (1998). Best Supporting Actress:
      • Gender and Language Across Four
      • Secondary ESL/Bilingual classrooms. Current
      • Issues in Education, 1 (3).
      • Introduction
      • Specific program types
      • Classroom organizations
      • Gender roles
      the amount and type of classroom lg to which students have access What kind of classroom discourse structure are built from and enact a more equitable approach to classroom lg production?
      • Method
      • Classrooms
      • Traditional ESL/Bilingual content (world history )
      • Sheltered content (biology)/Holistic ESL
      • Field notes/ Audio tape
      • Results
      • Boys and girl in these secondary ESL classrooms were
      • granted differential access to the amount and type of lg they
      • were allowed to produce based on
      • 1st :Theoretical orientation of the teacher
      • 2nd:other factors  academic content, the teacher’s use if student’s first lg…
      • Discussion
      • The type of program has little effect on increasing access for either girls or boys .
      • Girls suffer from more restrictions in the amount of access to classroom discourse than boys
      • Traditional notion of teaching and learning restricted student roles
      • The holistic classroom offered significantly different roles to both boy and girls
      • Class interaction
      Reflections Teacher Student Individual difference Gender Belief Social context
      • (1)
      • “ It becomes important to try to discern whether
      • teachers’ interaction patterns are primary the result
      • of their own mental schemes , or whether the interaction
      • patterns mainly result from differences
      • in male students’ versus female students’ behavior.”
      • “ Elementary and junior high school teachers often developed themes and examples which interest males.”
      • (2)
      • “ Instructor interviews revealed that those who were
      • interviewed mentioned that they did not treat
      • students’ errors differently depending on students’
      • gender but considered students’ age and their native
      • culture.”
      • (3)
      • “ They (boys) don’t want to do anything, they
      • want to talk, they want to be the center of
      • attention of the class, that’s what they
      • do…the girls do the work and then they (the
      • boys) act like they did something when they
      • really did not. ”
      • “ The girls do better in everything, girls finish faster than the boys in everything except in Science, I guess that’s where the boys get ahead of the girls”
      • ~Thanks for your attention ~