1. Bad Boys and Good Girls? Patterns of Interaction and Response in Whole Class Teaching Myhill, Debra. (2002) Bad Boys and Good Girls? Patterns of Interaction and Response in Whole Class Teaching. British Educational Research Journal. 28. 339-352. Retrieved November 5, 2007. from Psychinfo database. Jenny Braa

2. Study Performed Due to… General concern in England over the underachievement of boys General concern in England over the underachievement of boys Concern increased recently due to year 2000 results showing females surpassing males Concern increased recently due to year 2000 results showing females surpassing males Gap between genders is increasing Gap between genders is increasing

3. Theory Achievement in the classroom can be associated with students’ patterns of interaction and response Achievement in the classroom can be associated with students’ patterns of interaction and response

4. Independent Variables Two Levels of Independent Variables: Two Levels of Independent Variables: Gender Gender Level of Achievement Level of Achievement Two levels: High and Low Two levels: High and Low Dependent Variable Dependent Variable Interaction level within the classroom

5. Theoretical Construct Participation as classroom interaction Operational Definition Operational Definition Quantitative analysis of classroom interaction patterns through classroom observation. Quantitative analysis of classroom interaction patterns through classroom observation.

6. Subjects Students in 36 varying classrooms at years 1, 4, 5, 8, 9, and 10. Students were taken from 12 different school of both urban and rural demographics of England. Four children were selected from each classroom comprised of a high-achieving male and female and an underachieving male and female. The teacher of the students was also a participant of the study.

7. Method Students were observed for 15 minute periods. The number of times the subjects engaged in verbal and non-verbal interactions was recorded and categorized based on interaction types. Students were observed for 15 minute periods. The number of times the subjects engaged in verbal and non-verbal interactions was recorded and categorized based on interaction types. Statistical significance was tested on the data using a univariate analysis of variance against the two independent variables. Univariate analysis explores each variable separately through looking at the range of values as well as the central tendency of the values to summarize and reveal patterns within the data. Statistical significance was tested on the data using a univariate analysis of variance against the two independent variables. Univariate analysis explores each variable separately through looking at the range of values as well as the central tendency of the values to summarize and reveal patterns within the data.

8. Categories used in defining interaction types

9. Positive Interaction Results

10. Negative Interactions Results

11. Off-task interactions were studied on a scale of 1-4 for each observation period instead of through occurrences. 1-represents a child rarely off-task 2-occasionally off-task 3-repeatedly off-task 4-off-task throughout

13. Results show… All figures are statistically significant or approaching statistical significance All figures are statistically significant or approaching statistical significance From the beginning, underachieving males are least likely to interact in discussion From the beginning, underachieving males are least likely to interact in discussion By 4 th grade underachieving female were also less willing to join in and from this point on the two sexes hold many similar characteristics By 4 th grade underachieving female were also less willing to join in and from this point on the two sexes hold many similar characteristics In the 5 th year high-achieving males shifted from the most likely participants to being almost as reluctant as underachievers to participate In the 5 th year high-achieving males shifted from the most likely participants to being almost as reluctant as underachievers to participate May be direct relationship between academic achievement and interaction rather than sex and interaction May be direct relationship between academic achievement and interaction rather than sex and interaction Calling out shifts from male dominance to underachievers’ dominance Calling out shifts from male dominance to underachievers’ dominance

14. Overall Points to a significant relationship between achievement and interaction level (student response) in whole class teaching. Points to a significant relationship between achievement and interaction level (student response) in whole class teaching. Male students had the largest shift in interaction; went from positive interaction to most likely to engage in off-task activities Male students had the largest shift in interaction; went from positive interaction to most likely to engage in off-task activities Male students also had more occurrence of calling out which may be what gives individuals the perception of male dominance in classroom interaction. Male students also had more occurrence of calling out which may be what gives individuals the perception of male dominance in classroom interaction.

15. Effects on results High school teachers’ teaching style usually includes teacher dominated classrooms with little attempt to involve children in discussion or direct interaction High school teachers’ teaching style usually includes teacher dominated classrooms with little attempt to involve children in discussion or direct interaction Some may say the number of times of children putting their hands up or being involved in discussion is too low to draw conclusions due to gender and achievement Some may say the number of times of children putting their hands up or being involved in discussion is too low to draw conclusions due to gender and achievement In last year of each phase of schooling there is a decline in classroom participation and an increase in talking to neighbor which may be due to becoming the oldest, reflecting a cultural reluctance to participate (In adolescence it’s “not cool to work hard in school”) or the students felt less inclination to please the teacher In last year of each phase of schooling there is a decline in classroom participation and an increase in talking to neighbor which may be due to becoming the oldest, reflecting a cultural reluctance to participate (In adolescence it’s “not cool to work hard in school”) or the students felt less inclination to please the teacher The teacher was aware of the focus of the study being conducted which may have impacted who is called on or interacted with The teacher was aware of the focus of the study being conducted which may have impacted who is called on or interacted with Some of the individual or paired group categories assigned were never discussed or shown results for Some of the individual or paired group categories assigned were never discussed or shown results for