Final Critic Project


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Final Critic Project

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