By Louise Cherry Wilkinson
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Extra info for Gender Influences in Classroom Interaction
2. 1 Teacher-Reported Interactions with High- and Low-Confidence Girls and Boys Low- High- confidence confidence Total Category Boy Girl Boy Girl Boy Girl Praising Initiating concern Prompting Encouraging Nonjudging Social Showing displeasure with student 20 6 32 12 14 4 10 23 2 21 8 14 11 2 10 5 32 14 8 0 2 17 1 15 13 16 0 5 30 11 64 26 22 4 12 37 3 36 21 30 11 7 The group of teachers, researchers, and doctoral students met 10 times over a 5-month period. Each meeting lasted about 2 hours, involved general discussions about the topic and directed activities, and were audio-recorded.
Two researchers (both female), 2 advanced doctoral students (one female and one male), and 13 fourth- and fifth-grade teachers (4 male and 9 female) participated in the NSF study. The teachers had been selected as exceptionally capable. 62 years of experience. Five participants had master's degrees while 8 had bachelor's degrees. Although the range of grade level experience for the entire group was K—8, the participants had most of their experience at the fourth- and fifth-grade levels. Almost everyone had some human relations course experience.
Teacher expectation, as postulated by Rosenthal and Jacobson (1968), has been demonstrated to have a large effect upon student achievement (Dusek, 1975; Lockheed, 1975). Anderson (1963) also demonstrated the positive relationship between nonsexist and enthusiastic teacher behavior and the intellectual development of girls in science. Parsons (1979) found a direct relationship between teacher expectancies and students' expectancies for success in mathematics. Ricks and Pyke (1973) observed teachers of both sexes to report that boys and girls behave differently.